The purpose of the study was to determine the degree of relationships among GRE scores, undergraduate GPA (UGPA), and success in graduate school, as measured by first year graduate GPA (FGPA), cumulative graduate GPA, and degree attainment status. A second aim of the study was to determine whether the relationships between the composite predictor (GRE scores and UGPA) and the three success measures differed by race/ethnicity and sex. A total of 7,367 graduate student records (masters, 5,990; doctoral: 1,377) from 2000 to 2010 were used to evaluate the relationships among GRE scores, UGPA and the three success measures. Pearson’s correlation, multiple linear and logistic regression, and hierarchical multiple linear and logistic regression analyses were performed to answer the research questions. The results of the correlational analyses differed by degree level. For master’s students, the ETS proposed prediction that GRE scores are valid predictors of first year graduate GPA was supported by the findings from the present study; however, for doctoral students, the proposed prediction was only partially supported. Regression and correlational analyses indicated that UGPA was the variable that consistently predicted all three success measures for both degree levels. The hierarchical multiple linear and logistic regression analyses indicated that at master’s degree level, White students with higher GRE Quantitative Reasoning Test scores were more likely to attain a degree than Asian Americans, while International students with higher UGPA were more likely to attain a degree than White students. The relationships between the three predictors and the three success measures were not significantly different between men and women for either degree level. Findings have implications both for practice and research. They will provide graduate school administrators with institution-specific validity data for UGPA and the GRE scores, which can be referenced in making admission decisions, while they will provide empirical and professionally defensible evidence to support the current practice of using UGPA and GRE scores for admission considerations. In addition, new evidence relating to differential predictions will be useful as a resource reference for future GRE validation researchers.

Current learner-centered trends, such as supplying students with content on demand (CoD), coupled with research findings that indicate distributed practice is superior to massed practice in terms of increased memory function and that the Personalized System of Instruction (PSI) is superior to traditional instruction in terms of academic achievement, content retention, and student satisfaction, prompted an investigation merging these two lines of research. Although PSI is more feasible today based on advances in technology and students prefer its self-paced component, they often procrastinate. In fact, this problem is resurfacing in distance education courses and is reflected in low completion rates as well as in the number of nonstarters. Numerous researchers have used deadline contingencies to reduce procrastination without adversely affecting student achievement and satisfaction, but few have considered the benefit of enhanced memory. It was hypothesized that, by providing students with CoD, a lesser form of self-pacing, and by using contingencies to regulate the pace of assignment submissions, procrastination would be reduced and content retention subsequently increased without detriment to immediate achievement and student satisfaction. To quantify differences in procrastination level, a comprehensive, sensitive, and reliable measure of procrastination, called the rate of relative digression from a target response (RDTR), was proposed. Undergraduate, preservice teachers in an instructional technology course were randomly assigned to one of three treatments. All groups were given the same deadlines. For one treatment, the deadlines were recommended (R) with one absolute deadline at the end of the treatment interval. For another they were conditional (C) with opportunities to earn bonus and penalty points for early and late work. For a third, they were all absolute (A) with no assignment accepted for credit after its due date. Although many problems experienced by students in A made findings for this group inconclusive, analysis of differences between students in R and C indicated that C was superior in reducing procrastination and enhancing memory function without detriment to immediate achievement, pacing preference, and course satisfaction. Although more research is needed to replicate, extend, and clarify findings, these results support using conditional deadlines for assignments when learners are supplied CoD.

<p>The purpose of this research is to reveal and compare the language proficiency profiles of Purdue’s Chinese and Indian graduate applicants in various disciplines to take a step towards the development of Language Proficiency Literacy (LPL) of graduate admissions decision makers. The study argues that before being able to offer LPL development opportunities to admissions decision-makers, language testers need to gain admissions literacy in their specific academic context. One way this can be achieved is by analyzing graduate admissions data to see patterns of test score use in each discipline and to reveal language proficiency profiles of graduate applicants. Providing admissions decision makers with information about the linguistic characteristics of their applicants can be a very helpful step towards enhancing LPL in the context of graduate admissions. </p> <p>One of the analyses conducted towards the goal LPL development in the context of graduate admissions was a Cluster Analysis procedure followed by a Chi-square analysis to compare the language proficiency profiles of graduate applicants from various L1 backgrounds based on scores on the Test of English as a Foreign Language (TOEFL). The study found three language proficiency profiles in graduate applicants’ TOEFL data: 1) the ‘unbalanced’ profile, which consists of applicants who have higher scores in the subskills of reading and listening, and comparatively lower scores on speaking and writing, 2) the ‘balanced medium’ profile, which represents students who have moderate scores across all four subskills, and 3) the ‘balanced high’ profile, which consists of applicants who have high scores across all four subskills. The study found evidence for the interaction between graduate applicant test-takers’ L1 background and belonging to a balanced or an unbalanced language proficiency profile, which highlights the importance of considering subskill scores in addition the total score when using language proficiency test scores to select graduate students from specific L1 backgrounds.</p>

Students with disabilities may experience more anxiety when taking a test than do students without a disability. The purpose of this study was to assess whether a technique called 1-minute of silence reduces anxiety and improves test scores among students with disabilities. The theoretical framework for this study was the theory of planned behavior/reasoned action and the health belief model. Two research questions were used, one to determine the difference in anxiety levels in students with special needs and the other to determine the difference in New York State (NYS) Math posttest scores in children with special needs (no silence, 1minute of silence). This study was a secondary quantitative data analysis. Convenience sampling rendered data to address 6 variables: dependent variables were (post) anxiety and NYS Math posttest scores; independent variables were intervention type (experimental and control); 2 covariates specified were pre-anxiety levels and NYS Math pretest. ANCOVA was used to assess each research question. Key results revealed that students with special needs who were given the 1-minute of silence technique (N = 27) over 4 weeks had lower levels of anxiety (p 0.001) and higher test scores (p < 0.001), while students with special needs who were not given the 1-minute of silence technique (N = 28) had higher or stable levels of anxiety and lower or similar test scores. This study recommended that all educators use specialized teaching techniques for students with special needs, which can help to ensure their emotional and academic success. This study contributes to positive social change by demonstrating to educators that specialized teaching techniques are useful for students with disabilities and can help them to be as successful as their counterparts who are not disabled.

The intent of this study was to follow up the students of Mound Fort Junior High School's ninth grade class of 1962-63 in order to secure information and facts about members of that class and to answer the following questions: (1) What has happened to the students educationally? (2) What has happened to the students vocationally? (3) How many students have served or are presently serving the armed forces? (4) What is the marital status of each student? (5) How did the high school graduate compare with the dropout in test scores, grade point average, attendance, awareness of counseling services, and use of counseling services? (6) How did the students react to the school's program? There were 214 students (108 boys and 106 girls) who constituted the sample of this follow-up study. Sources used for obtaining desired information concerning the sample included a questionnaire and school records. Questionnaires were mailed to 214 students and it was assumed that 185 students received one. Of this number, 135 students (72.9%) completed and returned their questionnaires. The results of this study showed that graduates scored higher in all areas than the dropouts--intelligence, achievement, grade point, and school attendance. The test scores for the average dropout indicated that they had the intelligence and the ability to achieve in school work. There was a greater awareness of counseling services among the graduates than was true of the dropouts. Suggestions and comments made by the students indicated they would like their teachers to take a personal interest in them, talk to them on their level, and treat them as an adult. Students want to be encouraged to stay in school and to have the importance of education stressed.

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No description available.

This study examined the relationship between levels of implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores with the effects of race of students accounted for. Secondary areas of interest were the relationship between LEAP mathematics scores with the effects of race of students accounted for and the teacher characteristics of years experience and educational attainment and of the relationship between level of implementation of the Standards and teacher characteristics. The population, from which a sample size of 250 was randomly drawn, was comprised of 1994-95 Louisiana public school teachers who taught in a regular 5th grade or departmentalized math class. Survey research was used to place the responding teachers at one of the five levels of implementation. Hierarchical Multiple Regression was used to analyze the question of primary interest. Race of the students was found to have accounted for nearly 9% of the variance in LEAP mathematics scores. This figure was statistically significant. The independent variable Level of Implementation of the Standards produced ambiguous results. Students of Level 1 (non-implementers) teachers were found to have statistically significantly higher LEAP scores than did students of Level 2 teachers. The Level 1 students had scores which were non-statistically significantly higher than did those of Level 3 and 5. Students of Level 4 teachers had scores which were significantly higher than those students whose teachers were at Level 2 and 5. No significant relationship was found to exist between student LEAP mathematics scores and teacher characteristics of years experience and educational attainment nor between levels of implementation of the Standards and the same two teacher characteristics. Despite these findings, in light of the amount of research pointing to their value, implementation of Standards is still highly recommended.

The problem of this study was to determine the value of Scholastic Aptitude Test scores and high school percentile rank for predicting a student's achievement in American history at North Texas State University. The study also sought to determine what, if any, difference existed between male and female students, students of different ethnic backgrounds, and students of different semester classification with respect to learning achievement in American history.

"The problem here is to determine the scholastic prediction in English at the college freshman level by means of the correlation coefficients of the following test scores and marks at North Texas State Teachers College..."--1.