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Use of a composite scoring system as a predictor of success in graduate school in a Hispanic‐serving institution
Author(s) -
Appleyard Caroline B,
Pacheco Wendy I,
Noel Richard J,
Porter James T
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.740.5
Subject(s) - coursework , medical education , academic institution , drop out , contrast (vision) , psychology , institution , mathematics education , medicine , computer science , artificial intelligence , political science , library science , economics , law , demographic economics
Individual basic criteria (eg. GRE, GPA) commonly used by graduate school admissions committees are often not suitable predictors for success at our institution, possibly due to differences in language and culture. Therefore we developed a composite score (CS) which uses evidence‐based predictors of success to evaluate our incoming applicants to better identify high caliber candidates that are likely to succeed in our program. Aim Test the validity of our CS to predict student success in graduate school. Methods We developed a CS that assigns numerical values for GPA, GRE, research experience, advanced coursework/degrees, presentations, and publications. We calculated CS for students admitted into our program (2002–2010) and compared these to successful outcomes. Results The average CS was significantly higher in those students completing the graduate program versus drop‐outs (p<0.003) and correlated with success in competing for fellowships and a shorter time to thesis defense. In contrast GPA, SGPA, or GRE did not predict these outcomes. Conclusions The CS provides us with a quantitative measure of some of the qualitative factors that better determines the success of the students in our program and allows improved evaluation and selection of the most promising students. R25GM082406