ERIC Number: EJ1134961
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Why Do Achievement Measures Underpredict Female Academic Performance?
Mattern, Krista; Sanchez, Edgar; Ndum, Edwin
Educational Measurement: Issues and Practice, v36 n1 p47-57 Spr 2017
In the context of college admissions, the current study examined whether differential prediction of first-year grade point average (FYGPA) by gender could be explained by an omitted variable problem--namely, academic discipline, or the amount of effort a student puts into schoolwork and the degree to which a student sees him/herself as hardworking and conscientious. Based on nearly 10,000 college students, the current study found that differences in intercepts by gender were reduced by 45% with the inclusion of academic discipline in a model that already included high school grade point average (HSGPA) and ACT Composite score. Moreover, academic discipline resulted in an additional 4% of variance accounted for in FYGPA. Gender differences in slopes were not statistically significant (p > 0.001) regardless if academic discipline was included in the model. The findings highlight the utility of taking a more holistic approach when making college admission decisions. Namely, the inclusion of noncognitive measures has benefits that are twofold: increased predictive validity and reduced differential prediction.
Descriptors: Females, Academic Achievement, Predictive Validity, Grade Point Average, College Students, Gender Differences, College Admission, College Entrance Examinations, Student Behavior
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment
Grant or Contract Numbers: N/A