Understanding the Connection between High School Exit Exams and College Performance

Persistent Link:
http://hdl.handle.net/10150/228168
Title:
Understanding the Connection between High School Exit Exams and College Performance
Author:
Cimetta, Adriana D.
Issue Date:
2012
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study examines the messages and accuracy of the messages sent to students from the Arizona Instrument to Measure Standards (AIMS) math test regarding academic preparedness for postsecondary education. Previous studies investigating messages sent to students, derived from information such as educational standards, grades, course taking policies, test material, and college admissions requirements, focused on content alignment of secondary and postsecondary content standards. However, a dearth of research exists on messages from high school performance, as measured by exit exams and college performance measured by grades, major selection, or graduation. This study addresses the need to understand and interpret messages students receive based on academic performance. Specifically, this study aims to answer three questions. First, what is the relationship between AIMS math scores and college math performance defined by the University of Arizona math requirement and college graduation? Second, to what degree do AIMS math scores predict college math performance? Third, what is the average AIMS math score and performance level for students who choose certain majors? To answer the research questions posed in this study, various statistical analyses were employed. To answer the first question, a one-way ANOVA and logistic regression analyses were used. A linear regression analysis served to analyze the second and third questions. Results indicate that the messages sent to students regarding college readiness are, in fact, well aligned and clear and consistent. Also, there is evidence that the messages vary by gender and ethnicity.
Type:
text; Electronic Dissertation
Keywords:
college readiness signal accuracy; exit exams; high school; standards-based reform; Educational Psychology; college performance; college readiness
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
D'Agostino, Jerome V.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleUnderstanding the Connection between High School Exit Exams and College Performanceen_US
dc.creatorCimetta, Adriana D.en_US
dc.contributor.authorCimetta, Adriana D.en_US
dc.date.issued2012-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study examines the messages and accuracy of the messages sent to students from the Arizona Instrument to Measure Standards (AIMS) math test regarding academic preparedness for postsecondary education. Previous studies investigating messages sent to students, derived from information such as educational standards, grades, course taking policies, test material, and college admissions requirements, focused on content alignment of secondary and postsecondary content standards. However, a dearth of research exists on messages from high school performance, as measured by exit exams and college performance measured by grades, major selection, or graduation. This study addresses the need to understand and interpret messages students receive based on academic performance. Specifically, this study aims to answer three questions. First, what is the relationship between AIMS math scores and college math performance defined by the University of Arizona math requirement and college graduation? Second, to what degree do AIMS math scores predict college math performance? Third, what is the average AIMS math score and performance level for students who choose certain majors? To answer the research questions posed in this study, various statistical analyses were employed. To answer the first question, a one-way ANOVA and logistic regression analyses were used. A linear regression analysis served to analyze the second and third questions. Results indicate that the messages sent to students regarding college readiness are, in fact, well aligned and clear and consistent. Also, there is evidence that the messages vary by gender and ethnicity.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectcollege readiness signal accuracyen_US
dc.subjectexit examsen_US
dc.subjecthigh schoolen_US
dc.subjectstandards-based reformen_US
dc.subjectEducational Psychologyen_US
dc.subjectcollege performanceen_US
dc.subjectcollege readinessen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorD'Agostino, Jerome V.en_US
dc.contributor.committeememberLevin, Joel R.en_US
dc.contributor.committeememberMarx, Ronald W.en_US
dc.contributor.committeememberD'Agostino, Jerome V.en_US
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