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NEPC Review: 'Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory' (Annenberg Institute for School Reform at Brown University, December 2024)

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Title: NEPC Review: 'Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory' (Annenberg Institute for School Reform at Brown University, December 2024)
Language: English
Authors: Michael Russell, University of Colorado at Boulder, National Education Policy Center (NEPC)
Source: National Education Policy Center. 2025.
Availability: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Sponsoring Agency: Great Lakes Center for Education Research and Practice
Document Type: Reports - Evaluative
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: High School Students, Course Selection (Students), Academic Records, Item Response Theory, Educational Testing, Academic Achievement, Alternative Assessment, Predictor Variables, Accuracy, Grade Point Average, College Entrance Examinations, Scores
Assessment and Survey Identifiers: SAT (College Admission Test)
Abstract: The role of test scores in college admissions is widely debated. In their absence, GPA is the primary indicator of readiness, though it depends on course difficulty. An Annenberg Institute report introduces "Transcript Strength," a new measure adjusting GPA based on course rigor. Using Item Response Theory's partial credit model, it evaluates transcript strength like an educational test. Preliminary findings suggest it offers distinct insights from GPA and SAT scores. While the method is theoretically promising, further research is needed before it can inform policy or admissions decisions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED677349
Database: ERIC
FullText Text:
  Availability: 0
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  Data: NEPC Review: 'Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory' (Annenberg Institute for School Reform at Brown University, December 2024)
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  Data: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
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  Data: 11
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  Label: Publication Date
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  Data: 2025
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  Data: Great Lakes Center for Education Research and Practice
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  Data: Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Selection+%28Students%29%22">Course Selection (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Records%22">Academic Records</searchLink><br /><searchLink fieldCode="DE" term="%22Item+Response+Theory%22">Item Response Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Testing%22">Educational Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Assessment%22">Alternative Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink>
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  Data: The role of test scores in college admissions is widely debated. In their absence, GPA is the primary indicator of readiness, though it depends on course difficulty. An Annenberg Institute report introduces "Transcript Strength," a new measure adjusting GPA based on course rigor. Using Item Response Theory's partial credit model, it evaluates transcript strength like an educational test. Preliminary findings suggest it offers distinct insights from GPA and SAT scores. While the method is theoretically promising, further research is needed before it can inform policy or admissions decisions.
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  Data: 2025
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  Data: ED677349
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Course Selection (Students)
        Type: general
      – SubjectFull: Academic Records
        Type: general
      – SubjectFull: Item Response Theory
        Type: general
      – SubjectFull: Educational Testing
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Alternative Assessment
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      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: SAT (College Admission Test)
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    Titles:
      – TitleFull: NEPC Review: 'Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory' (Annenberg Institute for School Reform at Brown University, December 2024)
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