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Direct linkWestrick, Paul A.; Schmidt, Frank L.; Le, Huy; Robbins, Steven B.; Radunzel, Justine M. R. – Educational Assessment, 2021
This meta-analytic path analysis presents evidence that first-year academic performance (FYAP), measured by first-year grade point average (FYGPA) plays the major role in determining second-year student retention and that socioeconomic status (SES), measured by parental income, plays a negligible role. Based on large sample data used in a previous…
Descriptors: Meta Analysis, Academic Achievement, Academic Persistence, Grade Point Average
Westrick, Paul A. – Educational Assessment, 2017
Undergraduate grade point average (GPA) is a commonly employed measure in educational research, serving as a criterion or as a predictor depending on the research question. Over the decades, researchers have used a variety of reliability coefficients to estimate the reliability of undergraduate GPA, which suggests that there has been no consensus…
Descriptors: Undergraduate Students, Test Reliability, College Entrance Examinations, Longitudinal Studies
Westrick, Paul A.; Le, Huy; Robbins, Steven B.; Radunzel, Justine M. R.; Schmidt, Frank L. – Educational Assessment, 2015
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…
Descriptors: College Entrance Examinations, Scores, Socioeconomic Status, Undergraduate Students
Download full textWestrick, Paul A. – ACT, Inc., 2014
The purpose of this study was to determine if validity coefficients for ACT scores and high school grade point average (HSGPA) decayed or held stable over eight semesters of undergraduate study in science, technology, engineering, and mathematics (STEM) fields at civilian four-year institutions, and whether the decay patterns differed from those…
Descriptors: STEM Education, Validity, College Entrance Examinations, Scores
Westrick, Paul A. – ACT, Inc., 2015
This study examined the effects of differential grading in science, technology, engineering, and mathematics (STEM) and non-STEM fields over eight consecutive semesters. Using data from 62,122 students at 26 four-year postsecondary institutions, students were subdivided by institutional admission selectivity levels, gender, and student major…
Descriptors: Grading, Student Evaluation, STEM Education, Meta Analysis
