Books on the topic 'Prediction of scholastic success'

Acevedo, Gladys Lopez. Professional development and incentives for teacher performance in schools in Mexico. Washington, D.C: World Bank, 2004.

Boeyens, J. C. A. Learning potential. Pretoria: Human Sciences Research Council, 1989.

Wenglinsky, Harold. When money matters: How educational expenditures improve student performance and how they don't. Princeton, N.J: Policy Information Center, Educational Testing Service, 1997.

David, Owen. None of the above: Behind the myth of scholastic aptitude. Boston: Houghton Mifflin, 1985.

Noble, Julie. Predicting college grades from ACT assessment scores and high school course work and grade information. Iowa City: American College Testing Program, 1991.

Educational Resources Information Center (U.S.), ed. Fostering resilience and learning success in schools: 20/20 analysis. [Philadelphia, PA]: Mid-Atlantic Laboratory for Student Success, 1996.

Noble, Julie. Effects of differential prediction in college admissions for traditional- and nontraditional-aged students. Iowa City, Iowa: ACT, Inc., 2000.

Breland, Hunter M. The performance assessment study in writing: Analysis of the SAT II, writing subject test. New York: College Entrance Examination Board, 1999.

Ziomek, Robert L. Predicting the college grade point averages of special-tested students from their ACT assessment scores and high school grades. Iowa City, Iowa: American College Testing Program, 1996.

Kaestner, Robert. Are brothers really better?: Sibling sex composition and educational achievement revisited. Cambridge, MA: National Bureau of Economic Research, 1996.

Dovoedo, Amen Tayo. Les déterminants de la réussite en deuxième année de sciences économiques: Une étude de cas. Dakar-Fann-Sénégal: Université Cheikh Anta Diop de Dakar, Faculté des sciences économiques et de gestion, Centre de recherches économiques appliquées, 1997.

Owen, K. Validity study of the aptitude tests for school beginners (ASB) for Blacks. Pretoria: Human Sciences Research Council, 1985.

E, Brophy Jere, ed. Expectations in the classroom. Greenwich, Conn: JAI Press, Inc., 1998.

Bridgeman, Brent. Prediction of grades in college mathematics courses as a component of the placement validity of SAT-mathematics scores. New York: College Entrance Examination Board, 1989.

Sawyer, Richard. Using demographic information in predicting college freshmen grades. [Iowa City, Iowa: American College Testing Program, Research Division, 1985.

Noble, Julie. Differential prediction/impact in course placement for ethnic and gender groups. Iowa City, Iowa: American College Testing Program, 1996.

Engström, Jan-Åke. Science achievement and student interest: Determinants of success in science among Swedish compulsory school students. Stockholm: Institute of International Education, Stockholm University, 1994.

Harris, Vincent F. Analysis of differential prediction of law school performance by gender subgroups. Newtown, PA: Law School Admission Council, 2006.

Carlos, Villalobos Barría, ed. Determinants of student achievements in the primary education of Paraguay. Göttingen: Ibero-Amerika-Inst. für Wirtschaftsforschung, 2009.

1976-, Ghiardo Soto Felipe, and Medrano Soto Carlos 1978-, eds. Los desheredados: Trayectorias de vida y nuevas condiciones juveniles. 2nd ed. Valparaíso: Ediciones CIDPA, 2006.

Willms, Jon Douglas. Patterns of academic achievement in public and private schools: Implications for public policy and future research. [Stanford, Calif: Institute for Research on Educational Finance and Governance, School of Education, Stanford University, 1985.

Gardner, Morrison F. Symptoms and treatment of a child's learning disorders and academic disorders: Handbook for parents. Burlingame, CA: Psychological and Educational Publications, 1990.

Stilwell, Lisa Anthony. Predictive validity of the LSAT: A national summary of the 1997-1998 correlation studies. Newtown, PA: Law School Admission Council, 1999.

Rowsome, Wayne. From high school to university: An alternate method for selecting university entrants. Ottawa: Department of Geography, Faculty of Sciences, Carleton University, 1987.

Ehrenberg, Ronald G. Do historically black institutions of higher education confer unique advantages on black students: An initial analysis. Cambridge, MA: National Bureau of Economic Research, 1993.

Dalessandro, Susan P. Predictive validity of the LSAT: A national summary of the 2003-2004 correlation studies. Newtown, PA: Law School Admission Council, 2005.

Bridgeman, Brent. Predictions of freshman grade-point average from the revised and recentered SAT I, Reasoning Test. New York: College Entrance Examination Board, 2000.

Ontario. Ministry of Colleges and Universities. A study of the impact of OS:IS implementation on the post-secondary system in Ontario : phase IV report. Toronto, Ont: Ministry of Colleges and Universities, 1989.

Alison, Hegarty, ed. A study of the impact of OS:IS implementation on the post-secondary system in Ontario: Phase II report. [Toronto, Ont.]: Ministry of Colleges and Universities, 1987.

Hamers, J. H. M. 1945-, Sijtsma K. 1955-, and Ruijssenaars, A. J. J. M., 1951-, eds. Learning potential assessment: Theoretical, methodological, and practical issues. Amsterdam/Lisse: Swets & Zeitlinger, 1993.

E, Thornton Andrea, and Law School Admission Council, eds. Predictive validity of the LSAT: A national summary of the 1999-2000 correlation studies. Newtown, PA: Law School Admission Council, 2005.

Broek, Anja van den. Selectie in het kunstonderwijs. 's-Gravenhage: Sdu, 1998.

Stilwell, Lisa Anthony. Predictive validity of the LSAT: A national summary of the 2001-2002 correlation studies. Newtown, PA: Law School Admission Council, 2005.

Florin, Agnès. Pratiques du langage a l'école maternelle et prédiction de la réussite scolaire. Paris: Presses universitaires de France, 1991.

Stricker, Lawrence J. Sex differences in SAT predictions of college grades. New York (Box 886, N.Y. 10101-0886): College Entrance Examination Board, 1991.

Noble, Julie. Differential prediction/impact in course placement for ethnic and gender groups Julie Noble, Jill Crouse, Matt Schulz. Iowa City, Iowa: American College Testing Program, 1996.

Norton, Lynne L. Analysis of differential prediction of law school performance by racial/ethnic subgroups based on 2002-2004 entering law school classes. Newtown, PA: Law School Admission Council, 2006.

Randhawa, Bikkar S. Structural links of achievement and contextual measures. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1990.

Stilwell, Lisa Anthony. Analysis of differential prediction of law school performance by racial/ethnic subgroups based on the 1996-1998 entering law school classes. Newtown, PA: Law School Admission Council, 2003.

Sue, Stanley. Predictors of academic achievement among Asian American and white students. New York: College Entrance Examination Board, 1988.

Trimble, Joseph E. Strategic management plans and procedures to improve degree progress and persistence at Western Washington University. Bellingham, Wash: Office of Institutional Assessment and Testing, Western Washington University, 1994.

Desmet, Huguette. Prédire, comprendre la trajectoire scolaire. Paris: Presses universitaires de France, 1993.

E, Thornton Andrea, and Law School Admission Council, eds. Predictive validity of accommodated LSAT scores. Newtown, PA: Law School Admission Council, 2002.

Camara, Wayne J. Using the PSAT/NMSQT and course grades in predicting success in the Advanced Placement Program. New York (Box 886, New York 10101-0886): College Entrance Examination Board, 1998.

Wightman, Linda F. An analysis of differential validity and differential prediction for black, Mexican American, Hispanic, and white law school students. Newtown, PA: Law School Admission Council/Law School Admission Services, 1990.

Wightman, Linda F. Beyond FYA: Analysis of the utility of LSAT scores and UGPA for predicting academic success in law school. Newtown, PA: Law School Admission Council, 2000.

Hegarty, Alison. A study of the impact of OS:IS implementation on the post-secondary system in Ontario: Phase III report. [Toronto, Ont.]: Ministry of Colleges and Universities, 1987.

Hegarty, Alison. A study of the impact of OS:IS implementation on the post-secondary system in Ontario: Phase II report. [Toronto, Ont.]: Ministry of Colleges and Universities, 1987.

Grayson, J. Paul. The performance of "gifted" high school students in university. [North York, Ont.]: Institute for Social Research, York University, 1999.

Duffy, Jennifer R. Analysis of differential prediction of law school performance by gender subgroups based on the 1996-1998 entering law school classes. Newtown, PA: Law School Admission Council, 2006.