Hai‐Long Jiang
Angewandte Chemie International Edition,
April 16, 2020, Letnik:
59, Številka:
16
Journal Article
Recenzirano
“My biggest motivation is to make creative and significant discoveries in my research fields. I chose chemistry as a career because of a high score for chemistry in my college entrance examination …” ...Find out more about Hai‐Long Jiang in his Author Profile.
Shengqian Ma
Angewandte Chemie International Edition,
March 2, 2020, Letnik:
59, Številka:
10
Journal Article
Recenzirano
“My biggest motivation is to make something that can be utilized in people's daily life or industry. My worst nightmare is having to go back to high school and take the National College Entrance ...Examination again …” Find out more about Shengqian Ma in his Author Profile.
Compared with admissions test scores, why are high school grades better at predicting college graduation? We argue that success in college requires not only cognitive ability but also self-regulatory ...competencies that are bette indexed by high school grades. In a national sample of 47,303 students who applied to college for the 2009/2010 academic year, Study 1 affirmed that high school grades out-predicted test scores for 4-year college graduation. In a convenience sample of 1,622 high school seniors in the Class of 2013, Study 2 revealed that the incremental predictive validity of high school grades for college graduation was explained by composite measures of self regulation, whereas the incremental predictive validity of test scores was explained by composite measures of cognitive ability.
Comprehensive Prep for SAT Math Every year, students pay 1,000 and more to test prep companies to prepare for the math section of the new SAT. Now you can get the same preparation in a book. Although ...the new SAT math section is difficult, it is very learnable. SAT Math Prep Course presents a thorough analysis of SAT math and introduces numerous analytic techniques that will help you immensely, not only on the SAT but in college as well. Features: * Comprehensive Review: Twenty-three chapters provide complete review of SAT math. * Practice: Includes 164 examples and more than 500 exercises! Arranged from easy to medium to hard to very hard. * Diagnostic Test: The diagnostic test measures your strengths and weaknesses and directs you to areas you need to study more. * Performance: If your target is a top score, this is the book!.
This study examines a diverse set of nearly 100 private institutions that adopted test-optional undergraduate admissions policies between 2005–2006 and 2015–2016. Using comparative interrupted time ...series analysis and difference-in-differences with matching, I find that test-optional policies were associated with a 3% to 4% increase in Pell Grant recipients, a 10% to 12% increase in first-time students from underrepresented racial/ethnic backgrounds, and a 6% to 8% increase in first-time enrollment of women. Overall, I do not detect clear evidence of changes in application volume or yield rate. Subgroup analyses suggest that these patterns were generally similar for both the more selective and the less selective institutions examined. These findings provide evidence regarding the potential—and the limitations—of using test-optional policies to improve equity in admissions.
Parents gauge school quality in part by the level of student achievement and a school's racial and socioeconomic mix. The importance of school characteristics in the housing market can be seen in the ...jump in house prices at school district boundaries where peer characteristics change. The question of whether schools with more attractive peers are really better in a value-added sense remains open, however. This paper uses a fuzzy regression-discontinuity design to evaluate the causal effects of peer characteristics. Our design exploits admissions cutoffs at Boston and New York City's heavily over-subscribed exam schools. Successful applicants near admissions cutoffs for the least selective of these schools move from schools with scores near the bottom of the state SAT score distribution to schools with scores near the median. Successful applicants near admissions cutoffs for the most selective of these schools move from above-average schools to schools with students whose scores fall in the extreme upper tail. Exam school students can also expect to study with fewer nonwhite classmates than unsuccessful applicants. Our estimates suggest that the marked changes in peer characteristics at exam school admissions cutoffs have little causal effect on test scores or college quality.
Critics of educational admissions tests assert that tests measure nothing more than socioeconomic status (SES) and that their apparent validity in predicting academic performance is an artifact of ...SES. The authors examined multiple large data sets containing data on admissions and related tests, SES, and grades showing that (a) SES is related to test scores (
r
= .42 among the population of SAT takers), (b) test scores are predictive of academic performance, and (c) statistically controlling for SES reduces the estimated test-grade correlation from
r
= .47 to
r
= .44. Thus, the vast majority of the test-academic performance relationship was independent of SES: The authors concluded that the test-grade relationship is not an artifact of common influences of SES on both test scores and grades.
Over the past few decades, the average college has not become more selective: the reverse is true, though not dramatically. People who believe that college selectivity is increasing may be ...extrapolating from the experience of a small number of colleges such as members of the Ivy League, Stanford, Duke, and so on. These colleges have experienced rising selectivity, but their experience turns out to be the exception rather than the rule. Only the top 10 percent of colleges are substantially more selective now than they were in 1962. Moreover, at least 50 percent of colleges are substantially less selective now than they were in 1962. To understand changing selectivity, we must focus on how the market for college education has re-sorted students among schools as the costs of distance and information have fallen. In the past, students' choices were very sensitive to the distance of a college from their home, but today, students, especially high-aptitude students, are far more sensitive to a college's resources and student body. It is the consequent re-sorting of students among colleges that has, at once, caused selectivity to rise in a small number of colleges while simultaneously causing it to fall in other colleges. This has had profound implications for colleges' resources, tuition, and subsidies for students. I demonstrate that the stakes associated with choosing a college are greater today than they were four decades ago because very selective colleges are offering very large per-student resources and per-student subsidies, enabling admitted students to make massive human capital investments.
The purpose of this study is to determine whether the academic factor “Average high school grade” and socioeconomic factors – like parent occupation and level of education and family socioeconomic ...level – influence EXANI-II results, generally and in the different areas of knowledge and skills assessed by the exam. The sample was made up of the 2014-2018 class (314 students) in the Polytechnic University of Sinaloa (UPSIN), Mexico. Multivariate analysis of variance (MANOVA) and beta regression were employed to determine whether average high school grade, parent occupation and level of education, and family socioeconomic level influenced exam results. The results show that the factors examined are determinant in student results in the EXANI-II exam.
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