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Download full textWalker, Lisa; Parkinson, Kathleen K.; Tozer, Steve; Webb, Katonja; Whalen, Samuel P. – Online Submission, 2018
In the second of two continuous improvement briefs on selection, UIC Center for Urban Education Leadership researchers and UIC Ed.D. program administrators describe how they build program capacity to assess & measure the characteristics they associate with school leader success. [For Part I, see ED622510.]
Descriptors: Educational Improvement, Capacity Building, Urban Education, Instructional Leadership
Peer reviewedOltman, Philip K.; Hartnett, Rodney T. – Journal of Higher Education, 1985
Data about how graduate departments use the Graduate Record Examinations (GRE), what scores are required, and how these admission policies are associated with the quality of graduate programs are analyzed. The results indicate that 64 percent of graduate departments require or recommend GRE scores from applicants. (Author/MLW)
Descriptors: Admission Criteria, College Admission, College Entrance Examinations, Data Analysis
Peer reviewedHartnett, Rodney T. – Journal of Higher Education, 1987
Undergraduate admission test scores were traced for Ph.D. recipients in eight arts and science disciplines and compared to the scores of those who earned degrees in business, law, and medicine. The data do not support the hypothesis that more able college graduates have done post-baccalaureate study in the professions. (Author/MLW)
Descriptors: Brain Drain, Business, College Entrance Examinations, Comparative Analysis
Stricker, Lawrence J.; Rock, Donald A. – 1993
The relationships between examinee background characteristics and performance on the Graduate Record Examinations (GRE) General Test were appraised by a structural equation modeling analysis. The initial characteristics of 3,145 examinees (i.e., sex, ethnicity, parental education, geographic region, and age) had modest relationships with their…
Descriptors: College Entrance Examinations, College Students, Doctoral Degrees, Educational Quality
