Abstract
AbstractWe examined summary indices of high school performance (coursework, grades, and test scores) based on the graded response model (GRM). The indices varied by inclusion of ACT test scores and whether high school courses were constrained to have the same difficulty and discrimination across groups of schools. The indices were examined with respect to skewness, incremental prediction of college degree attainment, and differences across racial/ethnic and socioeconomic subgroups. The most difficult high school courses to earn an “A” grade included calculus, chemistry, trigonometry, other advanced math, physics, algebra 2, and geometry. The GRM‐based indices were less skewed than simple high school grade point average (HSGPA) and had higher correlations with ACT Composite score. The index that included ACT test scores and allowed item parameters to vary by school group was most predictive of college degree attainment, but had larger subgroup differences. Implications for implementing multiple measure models for college readiness are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
