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The purpose of this investigation was to provide information about those variables which are predictive of academic success during the freshmen year of college in order to aid high school counselors and college admissions personnel with students pursuing postsecondary education. Subjects were 87 randomly sampled mid-western freshmen students who were administered the Interpersonal Problem Solving Assessment Technique (IPSAT) by Nowinski and Getter (1977) and surveyed to determine their birth order positions. High school grade point average (HSGPA), collegiate entrance examination scores on either the SAT or ACT, and college grade point average (CGPA) were gathered from students' collegiate records. Pearson correlations were computed for all predictors and the criterion. Collegiate entrance examination math and verbal scores were significantly correlated with students age and HSGPA. Gender was significantly correlated with IPSAT effectiveness scores and collegiate entrance examination math scores. HSGPA was significantly correlated with CGPA. Multiple regression analyses were employed to determine which variables had predictive utility. Both simple and stepwise multiple regression analysis revealed that HSGPA was the only variable which significantly predicted CGPA. Post hoc analysis revealed that collegiate entrance examination math, verbal subtest scores, and true ordinal position did not add to the prediction of CGPA. These findings support previous investigations which promoted the use of HSGPA and questioned the validity of collegiate entrance examinations such as the SAT or ACT for predicting college success. / Department of Educational Psychology

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / nÃo hà / Este estudo se propÃs a investigar as mudanÃas provocadas nos vestibulares da Universidade Federal do Cearà (UFC), nos Ãltimos 26 anos e suas repercussÃes no Ensino MÃdio. De modo mais especÃfico analisa-se a partir das entrevistas com os presidentes e vice-presidente da ComissÃo Coordenadora do Vestibular (CCV) as explicaÃÃes para as diversas modificaÃÃes implantadas por cada um ao seu tempo e ao seu modo. AtravÃs da fala dos professores elaboradores de provas de Biologia revela-se o impacto causado pelas provas do vestibular e sua repercussÃo nos conteÃdos abordados no Ensino MÃdio.Esta pesquisa, confirma a historicidade do processo de mudanÃas fazendo uso dos documentos do Conselho de Ensino, Pesquisa e ExtensÃo (CEPE) e dos editais de convocaÃÃo dos vestibulares compreendidos entre 1978 e 2007. A pesquisa de abordagem qualitativa adota como instrumento de levantamento de dados a entrevista semi-estruturada e anÃlise de documentos concentrando-se especialmente: nas falas dos presidentes e vice-presidentes da CCV relacionadas com as mudanÃas ocorridas nos vestibulares da UFC no perÃodo de 1978 a 2007; nas contribuiÃÃes dos professores elaboradores de provas de Biologia do vestibular da UFC; na anÃlise documental das provas de Biologia do vestibular da UFC; e na apreciaÃÃo dos documentos oficiais. Destaca-se no texto a capacidade de adaptaÃÃo das escolas particulares Ãs inovaÃÃes propostas pela CCV, e se notifica a pouca visibilidade de iniciativas tomadas nesse sentido pela escola pÃblica. Chega-se à conclusÃo que o sistema de acesso à universidade tem uma influÃncia inegÃvel no Ensino MÃdio, tanto no conteÃdo como no seu enfoque epistemolÃgico; entretanto essa ascendÃncia pode ser positiva desde que haja convergÃncia entre o sistema de acesso ao Ensino Superior e os objetivos do prÃprio Ensino MÃdio. Evidencia-se a necessidade da UFC repensar os critÃrios utilizados no processo de seleÃÃo, redimensionando os conteÃdos exigidos e centralizando sua preocupaÃÃo na construÃÃo de uma proposta educativa que forme sujeitos capazes de pensar propor e realizar mudanÃa que transformem o curso dessa histÃria. Palavras-Chaves: Vestibular; MudanÃas; Ensino MÃdio. / This study intends to investigate changes brought about in the College Entrance Examinations (Vestibular) of the Universidade Federal do Cearà (UFC) in the last 26 years and its effects in the Brazilian Secondary Education. Specifically, the explanations for several modifications established - each at a different time and manner - are analyzed based on interviews with presidents and vice-presidents of the Examinationâs Coordination Committee (CCV). Through the speech of the teachers responsible for the elaboration of the Biology tests, the impact of the vestibular exams are revealed as well as the effects in the subjects dealt with in Secondary School. This investigation confirms the historicity of the change process by utilizing documents from the Education, Research and Community Service Council (CEPE) and the Call for Exams Publications from 1978 to 2007. This qualitative research chose a semi-structured interview and document analysis as tools for data survey, focusing especially on the sayings of the presidents and vice-presidents of the CCV related to the changes that took place in UFCâs Vestibular examinations from 1978 to 2007; the sayings of teachers who developed the Biology tests in he UFC Vestibular; as well as on documental analysis of these Biology tests and official documents. In the text, the ability of private schools to adapt to the innovations proposed by the CCV is highlighted and the lack of visibility of these actions by public schools is noticed. It is concluded that the access system to the university has an indisputable influence in Secondary School, both in content and in its epistemological approach, however this influence can only be positive if there is a convergence between the access system to Higher Education and the objectives in Secondary School itself. It is shown that UFC needs to review its selection criteria, resize the contents required and invert the way it contributes with the evaluation process, centralizing its concerns in the construction of an educational proposal that may shape individuals capable of thinking, proposing and making changes that can transform the course of history. .

This dissertation empirically studies market design based centralized school choice. Chapter 1 explores the dynamic relationship between school choices made at different educational stages and how it affects racial segregation across schools. It uses New York City (NYC) public school choice data to ask: "How does the middle school that a student attends affect her high school application and assignment?" The paper takes two approaches to answer the question. First, it exploits quasi-random assignments to middle schools generated by the tie-breaking feature of the admissions system. It finds evidence that students who attend high-achievement middle schools apply and are assigned to high-achievement high schools. Second, based on this empirical evidence, the paper develops and estimates a novel dynamic two-period model of school choice to decompose this effect and analyze the equilibrium consequences of counterfactual policies. In the model, students applying to middle schools are aware that their choices may affect which high schools they eventually attend. Specifically, the middle schools that students attend can change how they rank high schools (the application channel) and how high schools rank their applications (the priority channel). It finds that the application channel is quantitatively more important. Using the estimated model, the paper asks if an early affirmative action policy can address segregation in later stages. It finds that a middle school-only affirmative action policy can alter students' high school applications and thus their assignments, contributing to desegregating high schools. This finding suggests that early intervention in the form of middle school admissions reform can be a useful tool for desegregation. Chapter 2 studies the relationship between the popularity of selective exam schools and their academic performance measures. NYC specialized high schools are highly selective and popular among students and parents. Nevertheless, the reason why those schools are so popular compared to non-specialized high schools has not been studied yet. This paper aims to answer the question in the context of academic performance by studying the relationship among three factors: preference of specialized high schools applicants, peer qualities, and causal effectiveness of those schools. First, a unique feature of the NYC public high school admission system enables linking applicants' preferences on specialized high schools and non-specialized high schools and hence jointly estimating those using their rank-ordered lists. Next, it estimates the value-added measures of high schools and finally links them back to the estimated preference in the first step. The paper finds that the additional valuation that students/parents put on specialized high schools relative to non-specialized high schools is mostly related to the higher peer quality of specialized high schools. Chapter 3 develops a method of inferring students' preferences from school choice data. Recent evidence suggests that market participants make mistakes (even) in a strategically straightforward environment but seldom with significant payoff consequences. This paper explores the implications of such payoff-insignificant mistakes for inferring students' preferences from school choice data. Uncertainties arise from the use of lotteries or other sources in a typical school choice setting; they make certain mistakes more costly than others, thus making some preferences---those whose misrepresentation would be more costly and would thus be avoided by students---more reliably inferable than others. The paper proposes a novel method of exploiting the structure of the uncertainties present in a matching environment to robustly infer student preferences under the Deferred-Acceptance mechanism. Monte Carlo simulations show that the method is superior to existing alternative approaches.

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杨志明. / 呈交日期: 2003年2月. / 论文(哲学博士)--香港中文大学, 2002. / 参考文献 (p. 115-120). / 中英文摘要. / Cheng jiao ri qi: 2003 nian 2 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Yang Zhiming. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 115-120).

黃显涵. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 304-340) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Huang Xianhan.

The primary purpose of the project is to develop a web site where students can practice entry level mathematics questions.