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Success in the US: Are Cambridge International Assessments Good Preparation for University Study?

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Title: Success in the US: Are Cambridge International Assessments Good Preparation for University Study?
Language: English
Authors: Shaw, Stuart, Bailey, Clare
Source: Journal of College Admission. Fall 2011 (213):6-16.
Availability: National Association for College Admission Counseling. 1631 Prince Street, Alexandria, VA 22314-2818. Tel: 800-822-6285; Tel: 703-836-2222; Fax: 703-836-8015; e-mail: info@nacac.com; Web site: http://www.nacacnet.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Higher Education
Descriptors: Grade Point Average, Academic Achievement, Predictive Validity, Tests, College Entrance Examinations, Student Characteristics, College Readiness, Academic Records, Student Records, Ethnicity, Gender Differences, Racial Differences, Predictor Variables, Acceleration (Education), Educational Indicators, Hypothesis Testing, Data Analysis, Advanced Placement Programs, Success
Geographic Terms: United States
ISSN: 0734-6670
Abstract: This article focuses on the research being conducted by University of Cambridge International Examinations (Cambridge) to ensure that its international assessments prepare students as well as Advanced Placement and International Baccalaureate for continued studies in colleges and universities. The primary purpose of the research is to highlight the predictive validity of Cambridge examinations and other students' characteristics to predict preparedness for and continued academic success at US universities. The research uses data collected from three years' worth of students enrolled at Florida State University (FL). The data include information about each student's performance at high school, ethnicity, gender, and first-year Grade Point Average (GPA). Multilevel modelling has been applied to the data using the statistical software package MLwiN to investigate the relationships between the variables, and in particular to determine which are the best indicators of academic success at university while taking into account the effects of individual high schools. (Contains 5 tables and 2 figures.)
Abstractor: ERIC
Number of References: 22
Entry Date: 2012
Accession Number: EJ962510
Database: ERIC
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  Data: National Association for College Admission Counseling. 1631 Prince Street, Alexandria, VA 22314-2818. Tel: 800-822-6285; Tel: 703-836-2222; Fax: 703-836-8015; e-mail: info@nacac.com; Web site: http://www.nacacnet.org
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  Data: This article focuses on the research being conducted by University of Cambridge International Examinations (Cambridge) to ensure that its international assessments prepare students as well as Advanced Placement and International Baccalaureate for continued studies in colleges and universities. The primary purpose of the research is to highlight the predictive validity of Cambridge examinations and other students' characteristics to predict preparedness for and continued academic success at US universities. The research uses data collected from three years' worth of students enrolled at Florida State University (FL). The data include information about each student's performance at high school, ethnicity, gender, and first-year Grade Point Average (GPA). Multilevel modelling has been applied to the data using the statistical software package MLwiN to investigate the relationships between the variables, and in particular to determine which are the best indicators of academic success at university while taking into account the effects of individual high schools. (Contains 5 tables and 2 figures.)
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 6
    Subjects:
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Predictive Validity
        Type: general
      – SubjectFull: Tests
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: College Readiness
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      – SubjectFull: Academic Records
        Type: general
      – SubjectFull: Student Records
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      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Gender Differences
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      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: Acceleration (Education)
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      – SubjectFull: Educational Indicators
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      – SubjectFull: Hypothesis Testing
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      – SubjectFull: Data Analysis
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      – SubjectFull: Advanced Placement Programs
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      – SubjectFull: Success
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      – SubjectFull: United States
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    Titles:
      – TitleFull: Success in the US: Are Cambridge International Assessments Good Preparation for University Study?
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