The Experts below are selected from a list of 416475 Experts worldwide ranked by ideXlab platform
Rebecca Zwick - One of the best experts on this subject based on the ideXlab platform.
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the effect of high School socioeconomic status on the predictive validity of sat scores and high School Grade point average
Journal of Educational Measurement, 2011Co-Authors: Rebecca Zwick, Igor HimelfarbAbstract:Research has often found that, when high School Grades and SAT scores are used to predict first-year college Grade-point average (FGPA) via regression analysis, African-American and Latino students, are, on average, predicted to earn higher FGPAs than they actually do. Under various plausible models, this phenomenon can be explained in terms of the unreliability of predictor variables. Attributing overprediction to measurement error, however, is not fully satisfactory: Might the measurement errors in the predictor variables be systematic in part, and could they be reduced? The research hypothesis in the current study was that the overprediction of Latino and African-American performance occurs, at least in part, because these students are more likely than White students to attend high Schools with fewer resources. The study provided some support for this hypothesis and showed that the prediction of college Grades can be improved using information about high School socioeconomic status. An interesting peripheral finding was that Grades provided by students’ high Schools were stronger predictors of FGPA than were students’ self-reported high School Grades. Correlations between the two types of high School Grades (computed for each of 18 colleges) ranged from .59 to .85.
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predicting college Grades and degree completion using high School Grades and sat scores the role of student ethnicity and first language
American Educational Research Journal, 2005Co-Authors: Rebecca Zwick, Jeffrey C SklarAbstract:The degree to which SAT scores and high School Grade-point average (GPA) predicted first-year college GPA (FGPA) and college graduation was examined for four groups: Hispanic students whose first language was Spanish and Hispanic, Black, and White students whose first language was English. The percentage of variance in FGPA jointly explained by high School GPA and SAT score varied from 7% to 20% across groups. Survival analyses showed that high School GPA had a statistically significant influence on graduation in the White/English group; SAT had a significant effect in the Hispanic/English and White/English groups. The regression and survival analyses revealed interesting differences in achievement patterns between the Hispanic/Spanish and Hispanic/English groups, demonstrating the value of taking language background into consideration in educational research.
Rebecca Dizonross - One of the best experts on this subject based on the ideXlab platform.
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how does School accountability affect teachers evidence from new york city
Journal of Human Resources, 2020Co-Authors: Rebecca DizonrossAbstract:Does holding Schools accountable for student performance cause good teachers to leave low-performing Schools? Using data from New York City, which assigns accountability Grades to Schools on the basis of student achievement, I perform a regression discontinuity analysis and find evidence of the opposite effect. At the bottom end of the School Grade distribution, lower accountability Grades decrease teacher turnover and increase joining teachers’ quality. A likely channel is that accountability pressures increase principal effort at lower-Graded Schools, which teachers value. In contrast, at the top end of the School Grade distribution, low accountability Grades may negatively impact joining teachers’ quality.
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how does School accountability affect teachers evidence from new york city
Social Science Research Network, 2018Co-Authors: Rebecca DizonrossAbstract:Does holding Schools accountable for student performance cause good teachers to leave low-performing Schools? Using data from New York City, which assigns accountability Grades to Schools based on student achievement, I perform a regression discontinuity analysis and find evidence of the opposite effect. At the bottom end of the School Grade distribution, I find that a lower accountability Grade decreases teacher turnover and increases joining teachers’ quality. A likely channel is that accountability pressures induce increases in principal effort at lower-Graded Schools, especially among high-quality principals, and teachers value these changes. In contrast, at the top end of the School Grade distribution, where accountability pressures are lower, low accountability Grades may negatively impact joining teachers’ quality.
Antonio Alleyne - One of the best experts on this subject based on the ideXlab platform.
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factors affecting student performance in the first accounting course in diploma program under political conflict
Social Science Research Network, 2018Co-Authors: Zuhair Barhamzaid, Antonio AlleyneAbstract:Investigating student performance in the first accounting course, under situations of political conflict, is a unique and rare case of investigation. In light of this gap, the current study aims to investigate the impact of some factors on student performance in the first accounting course in diploma program under political conflict. Using correlation matrix and multiple regression analysis, a sample of 122 students is analyzed. The study finds that three factors (CGPA, high School Grade, and high School branch) have a significant impact on student performance in the first accounting course under political conflict. Regarding student’s gender and age, the current study finds no significant differences between males and females, and between younger and older students in their performance in the first accounting course.
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Factors Affecting Student Performance in the First Accounting Course in Diploma Program under Political Conflict
Journal of Education and Practice, 2018Co-Authors: Zuhair Barhamzaid, Antonio AlleyneAbstract:Investigating student performance in the first accounting course, under situations of political conflict, is a unique and rare case of investigation. In light of this gap, the current study aims to investigate the impact of some factors on student performance in the first accounting course in diploma program under political conflict. Using correlation matrix and multiple regression analysis, a sample of 122 students is analyzed. The study finds that three factors (CGPA, high School Grade, and high School branch) have a significant impact on student performance in the first accounting course under political conflict. Regarding student’s gender and age, the current study finds no significant differences between males and females, and between younger and older students in their performance in the first accounting course. Keywords: Student performance; the first accounting course; diploma program; political conflict.
Igor Himelfarb - One of the best experts on this subject based on the ideXlab platform.
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the effect of high School socioeconomic status on the predictive validity of sat scores and high School Grade point average
Journal of Educational Measurement, 2011Co-Authors: Rebecca Zwick, Igor HimelfarbAbstract:Research has often found that, when high School Grades and SAT scores are used to predict first-year college Grade-point average (FGPA) via regression analysis, African-American and Latino students, are, on average, predicted to earn higher FGPAs than they actually do. Under various plausible models, this phenomenon can be explained in terms of the unreliability of predictor variables. Attributing overprediction to measurement error, however, is not fully satisfactory: Might the measurement errors in the predictor variables be systematic in part, and could they be reduced? The research hypothesis in the current study was that the overprediction of Latino and African-American performance occurs, at least in part, because these students are more likely than White students to attend high Schools with fewer resources. The study provided some support for this hypothesis and showed that the prediction of college Grades can be improved using information about high School socioeconomic status. An interesting peripheral finding was that Grades provided by students’ high Schools were stronger predictors of FGPA than were students’ self-reported high School Grades. Correlations between the two types of high School Grades (computed for each of 18 colleges) ranged from .59 to .85.
Frank L Schmidt - One of the best experts on this subject based on the ideXlab platform.
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college performance and retention a meta analysis of the predictive validities of act scores high School Grades and ses
Educational Assessment, 2015Co-Authors: Paul Westrick, Steven B Robbins, Justine Radunzel, Frank L SchmidtAbstract:This meta-analysis examines the strength of the relationships of ACT® Composite scores, high School Grades, and socioeconomic status (SES) with academic performance and persistence into the 2nd and 3rd years at 4-year colleges and universities. Based upon a sample of 189,612 students at 50 institutions, ACT Composite scores and high School Grade point average (GPA) are highly correlated with 1st-year academic performance. First-year academic performance emerges as the best predictor of 2nd- and 3rd-year retention. SES is a weak predictor of both academic performance and retention. Moderator analyses of admission selectivity indicate that although the estimated mean validity coefficients for ACT Composite scores and high School GPA vary slightly, the credibility intervals indicate they are valid predictors across levels of admission selectivity. This longitudinal study demonstrates the importance of precollege academic preparation and how success in the 1st year of college strongly influences persistence t...
