ERIC Number: ED318761
Record Type: Non-Journal
Publication Date: 1990-Apr
Reference Count: N/A
Investigating High School Effectiveness Using College Performance: An Analysis of Residuals.
Hand, Carol A.; Prather, James E.
The purpose of this study was to relate college-level or univeristy-level student performance to high school effectiveness, which was measured in terms of the college performance of a high school's graduates, after controlling for students' academic aptitude. Unusually effective schools were identified by examining the residuals of a multiple regression analysis. It was hypothesized that certain schools would be unusually effective, in that graduates would have higher grade point averages (GPAs) than would be expected given their academic aptitude as measured by the Scholastic Aptitude Test (SAT) and by their socioeconomic environment. The analysis was conducted using 111,703 freshmen in a large univesity system from 301 high schools and 162 school systems. Multiple regression equations predicting college GPA were developed for each institution by gender and minority status. Independent variables included: SAT scores; the proportions of free and reduced lunches at each high school; and college experience as measured by credit hours attempted and earned. There was a clear tendency for rural schools to nurture graduates who achieved higher GPAs than SAT scores or socioeconomic status would predict. Urban schools were more likely to produce students of lower achievement than predicted. The method appears promising for extending assessment perspectives beyond internal college or university concerns. (SLD)
Descriptors: Academic Achievement, Academic Aptitude, College Freshmen, Educational Quality, Effective Schools Research, Grade Point Average, High School Graduates, High Schools, Higher Education, Performance Factors, Predictive Measurement, Predictor Variables, Regression (Statistics), School Effectiveness, School Role
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)