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ERIC Number: EJ792870
Record Type: Journal
Publication Date: 2007
Pages: 11
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0196-5042
Predictive Validity of Grade Point Averages and of the Miller Analogies Test for Admission to a Doctoral Program in Educational Leadership
Young, I. Phillip
Educational Research Quarterly, v31 n2 p44-54 2007
This manuscript evaluates the predictive validity of several predictors used to delimit an initial applicant pool of doctoral candidates at the department/program level. Particular predictors addressed in this manuscript are measures of past academic performance and of future academic potential. Past academic performance is assessed by grade point averages, while future academic potential is assessed by scores from the Miller Analogies Test (MAT) (Miller Analogies Test, 2004). With respect to future academic potential of perspective doctoral candidates, most doctoral programs require applicants to submit results from a standardized examination. In practice, these results are obtained through scores either on the GRE or on the MAT. Of these two measures for potential academic performance of perspective doctoral candidates in the area of educational leadership, research, to date, has focused only on the GRE. Yet to be addressed in this emerging research stream is comparable information about the MAT, and the focus of this manuscript is to partially fill this void in current knowledge. This manuscript does so in several specific ways. First, a compensatory model of decision making is used to assess the predictive validity of past academic performance and of future academic potential for admission to a particular doctoral program in educational leadership. The compensatory model assumes that high scores on one predictor can offset low scores on another predictor and is in contrast to a multiple hurdles model advocating a specific cut score on each predictor in isolation. As such, the compensatory model considers the unique contribution of each academic predictor in light of all academic predictors in combination through a linear equation taking into consideration the inter-correlation among predictor variables used to delimit an initial applicant pool. Second, to assess the predictive validity of past academic performance and of future academic potential for perspective doctoral applicants, field data are collected over a ten year period. Within this time-frame, actual applicants seeking admission to a doctoral program are classified according to their outcome status. That is, perspective doctoral candidates are classified as rejected, as accepted but not graduating, or as graduating. (Contains 2 tables and 1 figure.)
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://www.gram.edu/education/erq/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A