GPA Scores Research Articles

Screening Applicants for Risk of Poor Academic Performance: A Novel Scoring System Using Preadmission Grade Point Averages and Graduate Record Examination Scores

The purpose of this study was to develop an effective screening tool for identifying physician assistant (PA) program applicants at highest risk for poor academic performance. Prior to reviewing applications for the class of 2009, a retrospective analysis of preadmission data took place for the classes of 2006, 2007, and 2008. A single composite score was calculated for each student who matriculated (number of subjects, N=228) incorporating the total undergraduate grade point average (UGPA), the science GPA (SGPA), and the three component Graduate Record Examination (GRE) scores: verbal (GRE-V), quantitative (GRE-Q), analytical (GRE-A). Individual applicant scores for each of the five parameters were ranked in descending quintiles. Each applicant's five quintile scores were then added, yielding a total quintile score ranging from 25, which indicated an excellent performance, to 5, which indicated poorer performance. Thirteen of the 228 students had academic difficulty (dismissal, suspension, or one-quarter on academic warning or probation). Twelve of the 13 students having academic difficulty had a preadmission total quintile score 12 (range, 6-14). In response to this descriptive analysis, when selecting applicants for the class of 2009, the admissions committee used the total quintile score for screening applicants for interviews. Analysis of correlations in preadmission, graduate, and postgraduate performance data for the classes of 2009-2013 will continue and may help identify those applicants at risk for academic difficulty. Establishing a threshold total quintile score of applicant GPA and GRE scores may significantly decrease the number of entering PA students at risk for poor academic performance.

Estimating the Return to College Selectivity Over the Career Using Administrative Earning Data

We estimate the monetary return to attending a highly selective college using the College and Beyond (C&B) Survey linked to Detailed Earnings Records from the Social Security Administration (SSA). This paper extends earlier work by Dale and Krueger (2002) that examined the relationship between the college that students attended in 1976 and the earnings they self-reported reported in 1995 on the C&B follow-up survey. In this analysis, we use administrative earnings data to estimate the return to various measures of college selectivity for a more recent cohort of students: those who entered college in 1989. We also estimate the return to college selectivity for the 1976 cohort of students, but over a longer time horizon (from 1983 through 2007) using administrative data. We find that the return to college selectivity is sizeable for both cohorts in regression models that control for variables commonly observed by researchers, such as student high school GPA and SAT scores. However, when we adjust for unobserved student ability by controlling for the average SAT score of the colleges that students applied to, our estimates of the return to college selectivity fall substantially and are generally indistinguishable from zero. There were notable exceptions for certain subgroups. For black and Hispanic students and for students who come from less-educated families (in terms of their parents? education), the estimates of the return to college selectivity remain large, even in models that adjust for unobserved student characteristics.

Students’ attributions for their best and worst marks: Do they relate to achievement?

Research has found a relation between motivation and attributions for success and failure. However, few studies have clarified the relationship of attributions to school achievement and possible cultural differences in this relationship. To investigate this issue, 5333 secondary students (European, Asian, Maori, Pacific) rated four common attributions – ability, effort, task difficulty, and luck – and three social influences (teachers, peers, and family) for their best and worst marks. Motivation orientations were also measured. Several measures were significantly related to students’ GPA scores, most notably the motivation orientations Doing My Best and Doing Just Enough, but also attributions to effort, teacher, and peer influences. There were substantial differences for ethnicity, particularly between European students and Maori and Pacific students. The results support theories claiming that effort attributions motivate achievement but also support the benefits of a self-serving bias.

The Distribution and Utilization of Class Time: How Long Should Class be and Should Students Even Attend?

Previous research has examined the factors affecting student learning and academic performance, including attendance, prior GPA, and college entrance exam scores. This study seeks to expand the literature with a data set for introductory macroeconomics classes at a public liberal art college. Unlike many previous studies, a complete record of the students’ attendance is utilized to determine the impact of this variable on class performance, as measured by the average exam score. Moreover, an important new variable is introduced to determine the role of class scheduling on student performance: the distribution of class time per week. Linear regression models yield anticipated directional results, with six of nine selected variables yielding statistically significant results and 57.23% of the variation in exam scores explained by the selected variables.

Promoting Undergraduate Interest, Preparedness, and Professional Pursuit in the Sciences: An Outcomes Evaluation of the SURE Program at Emory University

We report on an outcomes assessment of the Summer Undergraduate Research Experience (SURE) Program at Emory University in Atlanta, GA. Using follow-up survey data and academic transcripts, we gauge SURE's impact on levels of interest in, preparedness for, and actual pursuit of graduate study and professional careers in the sciences for the program's first 15 summer cohorts (1990–2004). Our follow-up survey indicated significant increases in all research preparedness skills considered, notably in ability to give a poster research presentation, to discuss research at a graduate school interview, and to apply research ethics principles. About a third of SURE graduates went on to complete a graduate degree >90% considered SURE as important or very important in their academic development. Respondents reported postprogram increases in the level of interest in academic and research careers, and reported high levels of employment in science careers and job satisfaction. Regression analyses of Emory SURE participant transcripts revealed that participants take significantly more science courses as seniors and earn higher grades in those courses than nonparticipants. This trend held after correcting for indicators of prior interest (first-year course work, GPA, and math SAT scores), gender, and minority status. We also report on an external survey completed by SURE participants.

111th Annual Meeting of the American Association of Colleges of Pharmacy, Seattle, Washington, July 10–14, 2010

111th Annual Meeting of the American Association of Colleges of Pharmacy, Seattle, Washington, July 10–14, 2010

Who Enrolls in Two-year Colleges? A National Study of Price Response

The authors examine the factors that influence the college choice process of two-year college students and explore the effect these variables have on the two-year/four-year college choice dichotomy, using the National Postsecondary Student Aid Study (NPSAS) of 1995-96 and the Beginning Postsecondary (BPS) component of that survey. This study provides new insight into the influence that background characteristics, aspirations, high school experience, college experience, price and subsidy, and beginning postsecondary variables have on a student’s decision to attend a two-year college as compared to a four-year institution. The study finds that ethnicity, location, high school degree attainment, educational achievement (as measured by high school GPA and ACT score), tuition and fee rates, net cost, and campus climate are the most influential variables influencing a student’s decision to attend a two-year college.

Admission Variables as Predictors of PANCE Scores in Physician Assistant Programs: A Comparison Study Across Universities

The purpose of this study was to create a model of cognitive and noncognitive measures that could estimate the probability of achieving a given level of performance on the Physician Assistant National Certifying Examination (PANCE). A retrospective records review of admissions information used by six universities was conducted to discover which factor had the most impact on the dependent variable of the PANCE score. Multiple predictors were measured: undergraduate grade point average (uGPA), graduate GPA, prerequisite grades, Graduate Record Exam (GRE)-verbal, GRE-quantitative, GRE combined, interview scores, years of health care experience, age, gender, and first-year scores on the Physician Assistant Clinical Knowledge Rating and Assessment Tool (PACKRAT). While PACKRAT scores are not applicable to admission selection, they are a strong midpoint predictor of PANCE performance. Multiple regression analysis was used to develop prediction equations. Expectancy tables were developed to provide estimation of PANCE performance, given the various score ranges on each of the predictor variables. Four predictors made a significant contribution to the final regression equation: GPA, GRE-verbal, GRE-quantitative, and PACKRAT scores. The PACKRAT scores were consistently the best predictors of performance on the PANCE. Each of these four predictors can be plugged into predictability tables to estimate the probability of achieving various score intervals on the PANCE. A model of equations and predictors can be used to project how successful a physician assistant (PA) graduate will be on PANCE performance. Years of health care experience, grades on prerequisites, and demographics were not significant predictors across programs but did have significance in certain individual institutions. Future research should examine which specific noncognitive traits measured in interviews can add value to predictability.

How Schools Influence Students' Academic Achievements: A Behavioral Approach with Empirical Evidence from Add Health Data

This paper proposes a behavioral model to study how schools influence students’ educational behavior and academic achievements. The school quality is then defined into two dimensions: the amount of market-valued skills schools impart and how well schools cultivate an educational identity. Using data from Add Health in the US, I test the major hypotheses from the theoretical model. On the one hand, school resources (average class size and teacher supply) and student-level curriculum have some effects on the math GPA scores. On the other hand, educational identity indicators (school-level happiness and participation at school teams, clubs or organizations) and the previous math GPA scores are significant determinants in students’ observable effort level such as absenteeism behavior, and through this channel both determinants indirectly influence math GPA achievement. These empirical results inform us that an identity-based behavioral model adds to a rational expectation educational choice model in understanding the widening academic achievement gap between adolescents from different socioeconomic backgrounds. The paper presents the limitation of using school resources to study the school quality and advocates a richer set of school quality measures.

Diagnosis-Specific Prognostic Factors, Indexes, and Treatment Outcomes for Patients With Newly Diagnosed Brain Metastases: A Multi-Institutional Analysis of 4,259 Patients

Controversy endures regarding the optimal treatment of patients with brain metastases (BMs). Debate persists, despite many randomized trials, perhaps because BM patients are a heterogeneous population. The purpose of the present study was to identify significant diagnosis-specific prognostic factors and indexes (Diagnosis-Specific Graded Prognostic Assessment [DS-GPA]). A retrospective database of 5,067 patients treated for BMs between 1985 and 2007 was generated from 11 institutions. After exclusion of the patients with recurrent BMs or incomplete data, 4,259 patients with newly diagnosed BMs remained eligible for analysis. Univariate and multivariate analyses of the prognostic factors and outcomes by primary site and treatment were performed. The significant prognostic factors were determined and used to define the DS-GPA prognostic indexes. The DS-GPA scores were calculated and correlated with the outcomes, stratified by diagnosis and treatment. The significant prognostic factors varied by diagnosis. For non-small-cell lung cancer and small-cell lung cancer, the significant prognostic factors were Karnofsky performance status, age, presence of extracranial metastases, and number of BMs, confirming the original GPA for these diagnoses. For melanoma and renal cell cancer, the significant prognostic factors were Karnofsky performance status and the number of BMs. For breast and gastrointestinal cancer, the only significant prognostic factor was the Karnofsky performance status. Two new DS-GPA indexes were thus designed for breast/gastrointestinal cancer and melanoma/renal cell carcinoma. The median survival by GPA score, diagnosis, and treatment were determined. The prognostic factors for BM patients varied by diagnosis. The original GPA was confirmed for non-small-cell lung cancer and small-cell lung cancer. New DS-GPA indexes were determined for other histologic types and correlated with the outcome, and statistical separation between the groups was confirmed. These data should be considered in the design of future randomized trials and in clinical decision-making.

The Effects of College Counseling Services on Academic Performance and Retention

For this study, we examined the relationship between counseling experience and college students' academic performance and retention in a sample of 10,009 college freshmen and transfer students. The results indicated that counseling experience is significantly associated with student retention: students receiving counseling services were more likely to stay enrolled in school. However, counseling experience was not related to academic performance when controlling for precollege academic performance (i.e., high school GPA, and verbal and math SAT scores). In addition, students seeking both individual and group counseling showed better academic performance than the students who received other service types.

Correlation of academic achievements with cognitive admission variables and demographics at chungbuk national university graduate medical school.

This study was performed to identify academic and nonacademic predictors of the success of entrants to Chungbuk National University Graduate Medical School (CNUMS) during the first 3 years of completion. We analyzed the academic achievements in preclinical education in the first 2 years in students who were admitted in 2005 and 2006 and compared them with cognitive admission variables and demographic characteristics. There was no significant difference in academic achievement between students groups that were classified by gender, age, or academic degree type. Among Medical Education Eligibility Test (MEET) subscale scores, Verbal Reasoning was correlated with 'Medical humanities & social sciences' and 'Basic clinical procedures;' Nature Science Reasoning 1 with 'Basic medical sciences;' and Nature Science Reasoning 2 with 'Basic medical sciences' and 'Clinical medicine.' Undergraduate GPA correlated well with all academic achievements. English test scores did not correlate with academic performance. Among all of the variables that were examined, undergraduate GPA score was the most reliable variable in predicting academic achievement during the 2-year preclinical medical education, and MEET scores were a secondary indicator of academic achievement at CNUMS.

Assessing effectiveness of the cognitive abilities and individual differences on e-learning portal usability evaluation

In this paper, we are investigating relationships between end users’ cognitive abilities, individual differences, and e-learning portal usability to create an indicator between individual differences and software usability. The usability of http://elearning. bahcesehir.edu.tr that has intellectual content including a web portal is evaluated in design and development phases by 116 (72 male, 46 female) subjects who are registered to “HUM1005 History of Civilization I” general elective course. They completed four different surveys respectively: an IQ survey, a personality survey, motivation survey and software usability measurement inventory (SUMI). SUMI is used to assess the evaluations of the subjects to the web site. This research compares intelligence, personal factors, and motivation factors against the personal software usability results, in order to determine the correlations and associations between the usability of software and end users’ individual differences. Finally, the assumption, “the usability of any software does not only depend on the requirements of the users, but also, cognitive abilities and personality factors of the end users”, is overlapped with our findings. Noteworthy correlation (Rho=0.57, p<0.01) found between GPA and usability score.

An Empirical Investigation of the Effects of SRS Technology on Introductory Managerial Accounting Students

To investigate whether student response system (SRS) technology increases student exam performance, we conduct a quasi-experiment using six introductory managerial accounting courses. Three courses were taught using SRS technology and three were taught without using SRS technology. The students in the SRS courses performed on average 3.15 percentage points better than students in the non-SRS courses after controlling for age, gender, prior GPA, and ACT score. SRS technology was more beneficial to students with the lowest prior GPAs. The study found evidence that SRS technology helps these low-GPA students without having a negative effect on high-GPA students.

Rural Health Leaders Pipeline, 1990–2005: Case Study of a Second-Generation Rural Medical Education Program

ABSTRACT A pipeline model has been suggested to increase the rural physician supply. This study is an institutional case report used to describe the context, development, and in-house evaluation of the University of Alabama Rural Health Leaders Pipeline, 1990–2005. This program was developed at a University of Alabama School of Medicine branch campus to target rural students at multiple levels, elementary schools through residency, and includes a minority focus. Requirements to enter the medical program include living 8 years in rural Alabama, meeting admission requirements, and affinity for rural lifestyles. Twenty-six percent of 316 high school participants, all 40 students in the minority-focused college program, and 3% of 90 medical program students were African American. The program includes (1) puppet shows in elementary schools depicting different health professions, (2) Rural Health Scholars Program for 11th-grade students, (3) Minority Rural Health Pipeline Program for college students, (4) Rural Medical Scholars Program, a 5-year track of study in rural community health and medicine, and (5) assured admission to family medicine residency. Outcomes studied in this case report included medical school performance, graduation rate, selection of family medicine specialty, and rural practice location. Medical scholars were anticipated to experience academic difficulty, select family medicine specialty, and locate in rural practice more often than peers. Compared to peers, medical scholars showed lower scores on preclinical courses and USMLE steps 1 and 2, reflective of their lower MCAT and GPA scores, but had (1) similar graduation rates (95% vs peers 84%), (2) higher family medicine selection rate (47% vs Huntsville 27% vs Tuscaloosa 12% vs Birmingham 4% [OR compared to Birmingham 22.7, 95% CI 10.5–49.4]), and (3) higher rural practice rate (67% vs peers 14% vs national group 9%) in the first RMSP classes. Based on these important outcomes being better than or equal to the traditional student cohorts, the institution concluded that the Rural Health Leaders Pipeline demonstrates successful use of the rural pipeline model.

DO SELECTED VARIABLES SIGNIFICANTLY PREDICT AND EXPLAIN STUDENT HANDS-ON PERFORMANCE AND THEORY EXAM SCORES IN AN INTRODUCTORY INFORMATION SYSTEMS COURSE?

A focused review of the literature revealed few studies exploring student performance in information systems courses. Thus, this study sought to build upon this limited number of studies and explore the predictive and explanatory power of selected variables on student hands-on performance and theory exam scores in an introductory information systems course. Findings of the study indicate that the variables college GPA, computer liking, and computer systems test score were significant predictor and explanatory variables of student hands-on performance exam scores. By comparison, the variables college GPA, computer systems test score, and perceived computer confidence were found to be significant predictor and explanatory variables of student theory exam scores. Implications for instructional practice are offered.

Preadmission Predictors of Graduating Grade Point Average in a Professional Pharmacy Program

Background: College of pharmacy admissions committees face an important task in selecting students who will excel as practitioners. This task becomes more cumbersome as the number of applicants continues to increase. Established criteria as predictors of academic success in a pharmacy program would be valuable tools in the student admissions process. Objective: To determine which preadmission variables (eg, Pharmacy College Admission Test [PCAT] score, undergraduate grade point average [GPA], applicant interview scores) best predicted academic success for 3 consecutive college of pharmacy graduating classes. Methods: This investigation was a blinded, retrospective record review of 141 pharmacy students from the graduating classes of 2002, 2003, and 2004 at the Medical University of South Carolina. Linear regression analysis was used to model academic success (ie, graduating GPA) as predicted by demographics and preadmission performance indicators. Results: Undergraduate GPA, PCAT score, and applicant interview scores were all highly significant predictors of graduating GPA. Factors found to be not significantly related to graduating GPA were student Scholastic Assessment Test scores, education level, sex, age, and letters of reference. Conclusions: The composite PCAT, prepharmacy GPA, and applicant interview scores were significant predictors of graduation from a professional pharmacy program.

Correlates of Academic Procrastination and Mathematics Achievement of University Undergraduate Students

Procrastination is now a common phenomenon among students particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a total sample of 150 part 3 and 4 students in the department of mathematics and mathematics education students in the university of Ibadan and university of Lagos, Nigeria. The 35 items academic procrastination scale developed and validated by Tuckman (1991) was used for the collection of data, in conjunction with the subjects GPA scores till date in mathematics. Findings indicates that: a significant correlation was found in the academic procrastination and academic achievement of the subjects in mathematics, significant difference also exists in the levels of procrastination and mathematics achievement of the subjects, with low procrastinators performing better than the moderate and the high procrastinators. Results further reveals the subjects procrastinate the same way irrespective of their gender. Implications of procrastination on academic achievement of students at all levels generally and some effective ways of remediation of procrastination were suggested.

A Chronicle of BScN Honours/Non-Honours Outcomes and Experiences Post-Graduation

This paper reports on a graduate follow-up of the outcomes of participation in an honours BScN program, two to seven years post-graduation. It compares two groups of graduates with high GPA scores, both initially eligible to complete the honours program. One group completed the honours program; the other group completed the regular BScN program. In phase 1 of the study, a self-administered mailed questionnaire was sent to participants to assess their involvement in research activities, occupancy of leadership positions, enrollment in graduate studies and demonstration of liberal education competencies in their professional lives after graduation. In phase two, personal interviews were held with a purposive subsample of participants to explore early career workplace experiences with research-based activities and participants' perceptions of factors influencing their decision to complete or not to complete the honours program. Graduates with high GPA scores from both programs demonstrated expected professional outcomes post-graduation. Follow up at 10-12 years post-graduation and replication with larger samples are recommended.

Review of Preparing for graduate study in psychology: 101 questions and answers.

WILLIAM BUSKIST and CAROLINE BURKE Preparing for Graduate Study in Psychology: 101 Questions and Answers Blackwell Publishing, 2006, 120 pages (ISBN: 9781405140522, $19.95 Paperback) Reviewed by STAN FLORESCO In their book, Drs. Buskist and Burke lay a wellorganized and systematic series of commonly asked questions and answers regarding how undergraduate students should prepare for applying to and succeeding in graduate school in psychology. book is broken down into a number of chapters organized in a chronological manner, starting with the fundamentals of what graduate school is like and how to choose a specific program. It then proceeds to more specific pieces of information, including the GRE, details on the application and interview process, and finishes with a timeframe on how to organize one's first year of graduate studies. Each of these chapters is formatted as a series of key questions, followed by detailed answers related to the overall theme of the section. Also included in this edition are very useful appendices that include a glossary of terms, a sample vitae, and letters of intent. This was an extremely easy book to read, and I am confident that it would be an invaluable tool for the aspiring graduate student. I would certainly recommend it to any student who asked me about graduate school and the application process. Indeed, some of the information would also benefit junior faculty mentors looking to take on graduate students for the first time, as it gives examples of important questions that one might ask a potential student. A key strength of this work is that it details to the potential student the differences between undergraduate and graduate studies. Many undergraduates are overwhelmed by the radical changes that take place in graduate school life, but the information provided in this book would make the transition between undergraduate and graduate programs much smoother. It places a heavy emphasis on the student being well rounded, highlighting that extracurricular research experience may play an equally important, if not more important, role in getting accepted into a program, compared to GPA and GRE scores. Also included are helpful tidbits such as how much it costs to apply to graduate schools, what kinds of questions to ask during the interview, and what to do if one does not get accepted into the program of his or her choosing. last chapter, entided The First Year: Thriving, Surviving and Other Essentials, tackles issues related to how to decide on a graduate mentor, when to choose a thesis committee, switching programs during graduate school, and most intriguingly, how to not wash out of the program. This chapter alone would be a useful reference for any mentor to give to an incoming first-year graduate student. Probably the single most useful aspect of the book is in the Appendix, which describes in detail what a student should be doing to maximize the chances of getting into a graduate program in psychology, starting from the first year through to his or her senior year of studies. …