Projecting acceptance into Millersville University's Department of Industry and Technology using high school rank, social capital, SAT scores, sex, age, and race

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dc.contributor.authorMcCade, Joseph M.en
dc.contributor.committeechairPinder, Charles A.en
dc.contributor.committeememberBame, E. Allenen
dc.contributor.committeememberChaudhary, Muhammeden
dc.contributor.committeememberDugger, William E. Jr.en
dc.contributor.departmentVocational and Technical Educationen
dc.date.accessioned2014-03-14T21:09:12Zen
dc.date.adate2004-02-03en
dc.date.available2014-03-14T21:09:12Zen
dc.date.issued1989en
dc.date.rdate2004-02-03en
dc.date.sdate2004-02-03en
dc.description.abstractThe National Council for Accrediting of Teacher Education (NCATE) revised its standards in 1986. Included in this revision was a new entrance criterion for teacher education units: a 2.5 grade point average (GPA). Research indicated that GPA was not a good measure of aptitude or achievement when it was used to compare students. The large error variance involved in using GPA as a measure of aptitude could eliminate many capable teacher candidates. The researcher determined to create a system which would identify students who would not be likely to achieve the 2.5 GPA and which would also suggest methods for motivated students to increase their chances of achieving the 2.5 GPA. A sample was identified: industry and technology students at Millersville University who were sophomores from the fall of 1981 to the fall of 1986. This sample was randomly divided into two groups for the purpose of cross-validation. Multiple regression was used for both the overall group and the two subgroups to create equations which predicted sophomore GPA, using the following independent variables: SAT scores, high school rank, age, sex, race and human social capital. Students who were over 23 years old when they entered the program were eliminated from the study because SAT scores or high school ranks were not available for most of them. Predictors with a significance level of 0.05 had the following squared correlations to sophomore GPA: 1) high school rank: 0.2098, 2) SAT-math: 0.1960, 3) SAT-verbal: 0.1385, 4) special entrance: 0.0566, 5) admission age: 0.0298. Predictors which remained significant when loaded into a multiple prediction equation are listed in order of predictive power with their incremental squared correlation coefficients: 1) high school class rank: 0.2098, 2) SAT-math: 0.0969, 3)admission age: 0.0421, 4) SAT- verbal: 0.0188. The total squared multiple correlation coefficient for the prediction equation was 0.3676. The equation correctly predicted 71.4% of the admission decisions (based on a 2.5 sophomore GPA). Double cross-validation resulted in an average acceptance prediction accuracy of 72.2%. The prediction equation reduced the error of prediction and was recommended for use.en
dc.description.degreePh. D.en
dc.format.extentx, 131 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-02032004-161638en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-02032004-161638/en
dc.identifier.urihttp://hdl.handle.net/10919/37297en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartMcCade,J.pdfen
dc.relation.isformatofOCLC# 20371775en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectacceptance ranken
dc.subjectTechnologyen
dc.subjectEducation, Higheren
dc.subjectteacher educationen
dc.subject.lccLD5655.V856 1989.M433en
dc.subject.lcshSAT (Educational test)en
dc.subject.lcshUniversities and colleges -- Admissionen
dc.titleProjecting acceptance into Millersville University's Department of Industry and Technology using high school rank, social capital, SAT scores, sex, age, and raceen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineVocational and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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