Книги з теми "Prediction of scholastic success Australia"

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

Die Validität von Schulabschlussnoten für die Prognose von Ausbildungs- und Studienerfolg: Eine Metaanalyse nach dem Prinzip der Validitätsgeneralisierung. Frankfurt am Main: P. Lang, 1989.

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.

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

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

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.

Assessment of prior knowledge as a determinant for future learning: The use of prior knowledge state tests and knowledge profiles. Utrecht: Lemma B.V., 1992.

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

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.

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.

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.

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

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

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

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.

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.

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

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

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

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.

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

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

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.

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 1997-1998 correlation studies. Newtown, PA: Law School Admission Council, 1999.

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.

Success in college: The role of personal qualities and academic ability. New York: College Entrance Examination Board, 1985.

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.

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.

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.

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.

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

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

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.

Geschlechtsunterschiede im Ausbildungs- und Berufsweg: Untersuchungen zur differentiellen Vorhersagbarkeit. Frankfurt am Main: Lang, 1988.

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.

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.

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.

Marilyn, Doerr, ed. None of the above: The truth behind the SATs. Lanham, Md: Rowman & Littlefield Publishers, 1999.

Using high school grades to predict the academic achievement of first year teacher training candidates. 1988.

National Academies of Sciences, Engineering, and Medicine. Supporting Students' College Success: Assessment of Intrapersonal and Interpersonal Competencies. National Academies Press, 2017.

Nunn, Lisa M. Defining Student Success: The Role of School and Culture. Rutgers University Press, 2014.