The purpose of this study was to investigate the relationship among the need to achieve, field independence, and grade-point average.

The purpose of this study was to determine the relationships between selected criteria and academic achievement in graduate studies leading to certain master's degrees in education at North Texas State University. The major areas in education which were included were Elementary Education, Elementary School Administration and Supervision, Secondary Education, Secondary School Administration and Supervision, and Physical Education. Graduate grade-point average was used as the criterion for academic achievement.

Course grades, which often include non-achievement factors such as effort and behavior and are subject to individual teacher grading philosophies, suffer from issues of unreliability. Yet, course grades continue to be utilized as a primary tool for reporting academic achievement to students and parents and are used by most colleges and universities as an admissions measure. High-stakes assessment results are also used by schools to convey student achievement, and several states now require students to pass an exam to receive a diploma. What is less clear, however, is the relation between these two measures, GPA and high-stakes assessment results. One purpose of this study was to examine the predictive relation of mathematics GPA to student performance on high-stakes assessments. Multiple regression models were used to analyze the predictive relation between mathematics GPA and performance on the ACT and the Oregon Assessment of Knowledge and Skills (OAKS), two high-stakes assessments. In addition, the regression analyses were used to examine the influence of other student-level variables such as talented and gifted status and math courses taken prior to testing on the relation between mathematics GPA and performance on the two high-stakes assessments. In all, 299 high school students from a single grade-level enrolled in one Oregon suburban school district participated in the study. Results indicate that GPA is a significant variable in a high-stakes assessment outcome. Additionally, results of the multiple regression reveal significant student-level effects on assessment outcomes that reduce explained common variance in both the ACT and OAKS models. Implications for practice and suggestions for future research are discussed.

Research for the past decade has examined academic performance gaps among students from the perspective of sex, race and ethnicity groups, and low socio-economic status. Across those studies school attendance has been identified as a primary correlate with academic success. I used a descriptive non-experimental design to investigate the relationship of student academic outcomes (i.e., GPA, credits earned toward graduation) among student groups (i.e., sex, race, and special education status) on attendance type of unexcused or excused absences. This study included two cohorts of 9th grade high school students (n = 2,262) from the Eugene 4J School District during the 2013 to 2016 school year. I calculated Chi-square tests, Independent t-tests, and Pearson’s correlation coefficient to examine the relationship of attendance with student academic outcomes for GPA and credits earned toward graduation and to further compare attendance type (i.e., unexcused or excused absences) among student groups. Findings indicated statistically significant differences for unexcused and excused absences and for GPA and credits earned by specific demographic subgroups – males v. females, white v. minority, special education v. not special education. There were also statistically significant correlations for GPA and credits earned based on unexcused and excused absences among demographic subgroups. In addition, there were statistically significant differences by academic and attendance variables for students who remained in comparison to students who left Eugene 4J.

This study was concerned with the comparative relationship of attendance to grade point average. The first of five purposes was to determine if there was a relationship between adequate attendance and grade point average. The second and third purposes concerned the relationship between attendance and grade point average among students from different localities. The fourth and fifth purposes were to determine if there was a relationship between attendance and grade point average among students of different sex.

The main purpose of the present study was to investigate the relationship between the Miller Analogies Test scores of graduate school students and their undergraduate grade-point averages, as well as to find the relationship between Miller Analogies Test scores and the grade-point averages in graduate school of these students. A secondary purpose of this study was to investigate the relationship between each of the following variables: sex, age, curriculum and the performance levels of the subjects.

The number of African American males who are incarcerated is extremely high and alarming. African American males have the lowest attainment of associate degrees when compared to other ethnicities and to females. This places a monumental task on institutions of higher education, particularly community colleges, to enroll, retain, and graduate African American males. The purpose of this study was to examine the performance of an African American male initiative program at a small, rural community college in Mississippi. This study utilized a quantitative, cross-sectional research design to look at variables of Grade Point Average (GPA) and number of credits earned between African American male participants of the program and those who did not participate in the program over a period of six semesters. Results from this study showed a significant difference in number of credits earned between the students who participated in the program and those who did not, with non-participants earning an average of one to two credits more than participants. The study also showed that students who did not participate in the program had a slightly higher GPA than the students who did participate in the program for three out of the six semesters. This study enhances the ability for community college and university administrators to implement policies and best practices to engage African American male students.

No description available.

In this educational study, the student population at one of the state’s 15 community colleges was the target over a 5-year period (FY 2004-FY2009). Four variables (gender, race, socioeconomic status, and enrollment status were studied to predict if they had any affect on a student’s transfer grade point average. In 4 out of the 5 years in the study, this institution had the highest transfer grade point average as compared to native students at the state’s 8 universities. The purpose of this study was to examine the student population and look at four student variables to see if any were related to transfer grade point average. Over a 5-year period for this study, the number of women who have attended this community college has been 2 to 1. The number of students who receive a Pell Grant through financial aid is high. The ethnicity of the student population has also changed within the 5 years of this study.The first research question examined whether gender or race could predict a student’s transfer grade point average. The second research question explored whether socioeconomic status could predict a student’s transfer grade point average. The third research question asked whether a student’s enrollment status could predict the transfer grade point average. The fourth question examined which of the set of four variables had the most impact, and which one had the least impact. Race and sex were shown to have stronger relationships to transfer GPA. These variables only explain about 9% of grade variance; therefore, there are other factors that explain differences in the transfer GPA. The research concluded with a summary of the findings along with limitations of the study. Recommendations for practitioners and policy makers along with recommendations for future research were to study more variables, use other institutions, and perhaps to do a survey of the student population at community colleges.

While most public community colleges today advocate that they are open door and have liberal registration policies, there is little current research on the effects of late registration on student performance at the community college level. Community colleges need sound evidence in order to implement institutional practices and policies that will benefit students. The purpose of this study was twofold: (1) to examine the effects of late registration on student success at a rural Mississippi community college and (2) to identify reasons that students register late. In examining the effects of late registration on student success the study focused on the success measures of student GPA, course withdrawal, and persistence. Data for the first study purpose were obtained from the records of students enrolled at the respective college during the fall 2011, 2012, and 2013 semesters. For the second study purpose data were obtained using a self-developed survey that was emailed to students who late registered during the fall 2014 semester. Independent samples t-test, chi-square, frequencies, and percentages were used for data analysis. Results of the study indicate that late registration has a significantly negative effect on student success. Results of the statistical analysis are presented in narrative and table form to answer the 4 research questions. The study concludes with a summary of findings and a discussion of the limitations of the study. Recommendations for practitioners and policymakers are discussed along with recommendations for future research.