Journal articles: 'Average grade'

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Ganschow, Leonore, and Donald B. Weber. "Effects of Mode of Presentation on Comprehension of below Average, Average and above Average Readers." Perceptual and Motor Skills 64, no. 3 (June 1987): 899–905. http://dx.doi.org/10.2466/pms.1987.64.3.899.

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300 subjects in Grades 4, 5, and 6 were randomly blocked into three conditions (reading only, listening only, or reading and listening) according to reading level (above average, average, and below average). The subjects were presented a 1500-word social studies passage and required to answer 25 multiple-choice questions concerning that passage. A 3 (grade) by 3 (reading level) by 3 (exposure condition) analysis of variance showed better performance by above average readers, poorest by those below average. Reading and listening and reading only gave higher scores.

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Smits, Niels, Gideon J. Mellenbergh, and Harrie C. M. Vorst. "Alternative Missing Data Techniques to Grade Point Average: Imputing Unavailable Grades." Journal of Educational Measurement 39, no. 3 (September 2002): 187–206. http://dx.doi.org/10.1111/j.1745-3984.2002.tb01173.x.

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Tukey, David D. "Computerized Grade Calculations for Academic Advisors." NACADA Journal 14, no. 2 (September 1, 1994): 138–40. http://dx.doi.org/10.12930/0271-9517-14.2.138.

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Advisees often want to know what their grade averages will be if they earn certain grades this term or what grades they need to reach a desired average. Computerized grade calculations can be used to answer these questions easily and accurately. Spreadsheet and HyperCard versions of grade calculation programs are described.

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Kim, Hwiyoung, Jiyun Choi, Chul-Young Jang, Jin Woo Lee, Sungjun Kim, and Seung Hwan Han. "Automatic Grading of Ankle Osteoarthritis Based on Takakura Staging System: A Deep Learning- Based Approach." Foot & Ankle Orthopaedics 4, no. 4 (October 1, 2019): 2473011419S0024. http://dx.doi.org/10.1177/2473011419s00246.

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Category: Ankle, Ankle Arthritis Introduction/Purpose: The Takakura staging system has been used for the stratification in ankle osteoarthritis(OA). Patient’s OA stage is determined by visual examination on the status of talar and distal tibia in anteroposterior ankle radiograph. Clinical decisions about whether to treat conservatively or to treat with operation such as supra-malleolar osteotomy or arthroplasty may depend on this grading system. However, this is not completely reproducible between examiners and it makes a debating situation about different treatment method to a same ankle radiograph. If highly reproducible measurement method may be suggested this debating may no longer need. Therefore, the purpose of this study was to suggest a deep learning-based algorithm that automatically grades ankle osteoarthritis and to present feasibility of the provided automatic grading system. Methods: 2529 AP both-ankle radiographs were collected and graded for OA by a radiologist and orthopedic surgeon. We converted Takakura staging system into 3 grades(Grade1: stageI, Grade2: II-IIIa, Grade3: IIIb-IV) according to treatment plan. To confine the region of interest(ROI), a rectangle encompassing ankle portion was automatically generated using an object detection model(YOLOv2). The data oversampling was done to overcome small data and class imbalance. Four pre-trained convolutional networks(One Inception-v3 and three ResNet models) were fine-tuned using augmented data. We tried two different ensemble methods: voting ensemble and gradient boosting. Voting ensemble adjusts the decision through selecting majority votes among trained models. Gradient boosting(XGboost model) trains new classification model to focus on the cases that previous model mis- classified. The evaluation of trained models and ensemble model were performed in terms of average classification accuracy. Gradient-class activation map(CAM) method was utilized to present CAM highlighting the location where highly affected the network for the decision. Results: A total of 3836 original ROIs were obtained and as follows: grade 1, 1382; grade 2, 1927; grade 3, 527. The number of oversampled ROIs was 16398 like follows: grade 1, 5528; grade 2, 7708; grade 3, 3162. The performance of each classifier was ranged 71.0% ˜ 77.3% in terms of average classification accuracy. Ensemble methods yielded average classification accuracies of 78.1% and 79.2% for voting ensemble and XGboost, respectively. Conclusion: Deep learning-based algorithm application for automatic grading of ankle osteoarthritis based on Takakura staging system is feasible. This approach is expected to be applied to various staging system for arthritis assessment through radiographs.

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Westrick, Paul A. "Reliability Estimates for Undergraduate Grade Point Average." Educational Assessment 22, no. 4 (October 2, 2017): 231–52. http://dx.doi.org/10.1080/10627197.2017.1381554.

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Sellman, Derek. "Grade point average, inequity and nursing education." Nursing Philosophy 19, no. 3 (June 8, 2018): e12213. http://dx.doi.org/10.1111/nup.12213.

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Bailey, Michael A., Jeffrey S. Rosenthal, and Albert H. Yoon. "Grades and incentives: assessing competing grade point average measures and postgraduate outcomes." Studies in Higher Education 41, no. 9 (December 3, 2014): 1548–62. http://dx.doi.org/10.1080/03075079.2014.982528.

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Stoecker, Jaimily A. "Optimism and Grade Expectancies." Psychological Reports 84, no. 3 (June 1999): 873–79. http://dx.doi.org/10.2466/pr0.1999.84.3.873.

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Researchers have speculated that people's optimism should be associated with their expectations of how they will perform in academic classes. The present study focused on the relationship between college students' optimism and their expectations of how they would perform in an hypothetical university course. Participants were 44 students in introductory psychology. Optimism was measured using the 1994 Revised Life Orientation Test of Carver, Scheier, and Bridges. Students were asked to complete the test, give their cumulative grade-point averages, and predict grades they thought they would receive based on hypothetical course outlines. Planned hierarchical regression, controlling for grade-point average, indicated no relationship between optimism scores and expected grades. There was, however, a correlation between grade expectancies and cumulative grade-point average, suggesting that, in this context, the Revised Life Orientation Test seemed to be measuring students' expectations of how they would perform in the hypothetical course based on their performance in previous courses.

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McKee, Adam J., Stephen L. Mallory, and Julie Campbell. "The Graduate Record Examination and undergraduate grade point average: Predicting graduate grade point averages in a Criminal Justice graduate program." Journal of Criminal Justice Education 12, no. 2 (November 2001): 311–17. http://dx.doi.org/10.1080/10511250100086141.

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Tatar, Ahmet Emin, and Dilek Düştegör. "Prediction of Academic Performance at Undergraduate Graduation: Course Grades or Grade Point Average?" Applied Sciences 10, no. 14 (July 19, 2020): 4967. http://dx.doi.org/10.3390/app10144967.

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Predicting the academic standing of a student at the graduation time can be very useful, for example, in helping institutions select among candidates, or in helping potentially weak students in overcoming educational challenges. Most studies use individual course grades to represent college performance, with a recent trend towards using grade point average (GPA) per semester. It is unknown however which of these representations can yield the best predictive power, due to the lack of a comparative study. To answer this question, a case study is conducted that generates two sets of classification models, using respectively individual course grades and GPAs. Comprehensive sets of experiments are conducted, spanning different student data, using several well-known machine learning algorithms, and trying various prediction window sizes. Results show that using course grades yields better accuracy if the prediction is done before the third term, whereas using GPAs achieves better accuracy otherwise. Most importantly, variance analysis on the experiment results reveals interesting insights easily generalizable: individual course grades with short prediction window induces noise, and using GPAs with long prediction window causes over-simplification. The demonstrated analytical approach can be applied to any dataset to determine when to use which college performance representation for enhanced prediction.

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Gallup, John Luke. "Grade functions." Stata Journal: Promoting communications on statistics and Stata 19, no. 2 (June 2019): 459–76. http://dx.doi.org/10.1177/1536867x19854020.

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Student grade processing using Stata is more reliable than methods like spreadsheets and saves the user timeh, especially when courses are repeated. In this article, I introduce functions that automate some useful grade calculations: the functions curve grades according to combinations of a target grade mean, maximum, standard deviation, and percentile cutoff; convert between numerical grades and letter grades; and convert between 0–100 grades and 0–4 grades (grade point average). The functions can also convert between other grading scales, such as those used in other countries.

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Al Kaabnh, Nayel O. "Grade Inflation: Analatical Study About the Grades of Shaqra University Students." Journal of Educational and Psychological Studies [JEPS] 12, no. 3 (July 29, 2018): 539. http://dx.doi.org/10.24200/jeps.vol12iss3pp539-552.

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This study aimed at defining grade inflation among Shaqra University students. A number of 819 randomly chosen grade records of Shaqra University students enrolled between 2010- 2015, were analyzed. The results show the average of students who get high grades (including A+, A, B+) according to the grading system of the university. Meanwhile, the results show a decrease in the average number of students who got the grades B, C+. It has been also noticed that the average of the student who got the grades C, D+, D increased, whereas the average of those who got F decreased.The results of this study have shown also that the successional deviation for the percentage average of the students who got these grades A+, A, B+, B, C, D+, D, was positive, and negative for grades B, C+, F for the same period. Moreover, the results have shown a significant difference of (α=0.05) for students who got these grades A+, A, B+, B, C+, D+, F. This lead to conclude that the percentage average for students getting high grades increase respectively resulted in grades inflation.

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Lehr, Brandon. "Information and Inflation: An Analysis of Grading Behavior." B.E. Journal of Economic Analysis & Policy 16, no. 2 (April 1, 2016): 755–83. http://dx.doi.org/10.1515/bejeap-2015-0138.

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Abstract I study the impact on grades assigned at Occidental College, a selective private liberal arts college, following the introduction of a policy that provides information about average grades across campus to instructors each semester. Using transcript level data from 2009 to 2014, I find that after the information provision, previously below average grading courses increased grades by 0.08 grade points more than the previously above average grading courses. This finding of grade compression holds across all course levels and divisions, expect for in the sciences. With respect to students, the relative increase in grades in the previously low grading courses disproportionately benefited Black and Hispanic students relative to White and Asian students. In addition, the grade distribution shifted with previously below average grading courses increasing the share of A’s and decreasing the share of B’s and C’s following the grade information provision.

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Compton, David M., and Brenda Metheny. "An Assessment of Grade Inflation in Higher Education." Perceptual and Motor Skills 90, no. 2 (April 2000): 527–36. http://dx.doi.org/10.2466/pms.2000.90.2.527.

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Considerable research has been conducted on grade inflation and its pervasiveness. Given the significance of grade inflation on the quality of the educational experience and the reputations of colleges and universities, efforts to assess its presence and underlying causes should be supported and solutions developed. Because periodic changes in average grades in the short term may be anomalous, mean grade point averages (GPAs) for 262 undergraduate courses at a Liberal Arts college were examined for trends across a 10-yr. period. Analysis showed higher grades appeared within two of the colleges' four academic units, although the reasons remained unclear. Tentative explanations are explored.

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Maroldo, Georgette K. "Shyness, Boredom, and Grade Point Average among College Students." Psychological Reports 59, no. 2 (October 1986): 395–98. http://dx.doi.org/10.2466/pr0.1986.59.2.395.

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The relations among shyness, boredom, and grade point average were studied with 223 college students during an Interim at Texas Lutheran College. A positive relationship between shyness and boredom was noted for women and an inverse one between boredom and grade point average for men. However, no correlation was found between shyness and grade point average for women or men. As expected, the multiple correlations (.17, .16) were not significant for either group. Further research seems warranted, and several variables are specified for consideration.

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Soh, Kay Cheng. "Grade point average: what's wrong and what's the alternative?" Journal of Higher Education Policy and Management 33, no. 1 (December 31, 2010): 27–36. http://dx.doi.org/10.1080/1360080x.2011.537009.

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Hallock, Patrick W., and Dennis Ommert. "The Value Added Method of Calculating Grade Point Average." NASSP Bulletin 81, no. 585 (January 1997): 116–18. http://dx.doi.org/10.1177/019263659708158519.

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Achen, Alexandra C., and Paul N. Courant. "What Are Grades Made Of?" Journal of Economic Perspectives 23, no. 3 (August 1, 2009): 77–92. http://dx.doi.org/10.1257/jep.23.3.77.

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The term “grade inflation” covers a multitude of phenomena, some of which are even alleged to be sins. Continuing increases in average grades have been widely documented in many universities over the last several decades. Also widely documented, and often associated with grade inflation, are systematic differences in grade levels by field of study, with a common belief that the sciences and math grade harder than the social sciences, which in turn grade harder than the humanities—and that economics behaves more like the natural sciences than like the social sciences. The general persistence of these relative differences in grades seem to us to be more interesting and more difficult to explain than the persistence of modest grade inflation in general, and they are the principal focus of this paper. Why, for example, should average grades in English be much higher than average grades in chemistry? And what is going on when relative grades change, when a department's grading practices change markedly relative to other departments? We explore such questions using detailed data on grades at the University of Michigan from Fall 1992 through Winter 2008.

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Venkatesan, Krishnan, Joel Green, Steven R. Shapiro, and George F. Steinhardt. "Correlation of Hydronephrosis Index to Society of Fetal Urology Hydronephrosis Scale." Advances in Urology 2009 (2009): 1–4. http://dx.doi.org/10.1155/2009/960490.

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Purpose. We seek to correlate conventional hydronephrosis (HN) grade and hydronephrosis index (HI).Methods. We examined 1207 hydronephrotic kidneys by ultrasound. HN was classified by Society of Fetal Urology guidelines. HN was then gauged using HI, a reproducible, standardized, and dimensionless measurement of renal area. We then calculated average HI for each HN grade.Results. Comparing HI to standard SFU HN grade, average HI is 89.3 for grade I; average HI is 83.9 for grade II; average HI is 73.0 for grade III; average HI is 54.6 for SFU grade IV.Conclusions. HI correlates well with SFU HN grade. The HI serves as a quantitative measure of HN. HI can be used to track HN over time. Versus conventional grading, HI may be more sensitive in defining severe (grades III and IV) HN, and in indicating resolving, stable, or worsening HN, thus providing more information for clinical decision-making and HN management.

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Brog, Molly J. "Hemisphericity, Locus of Control, and Grade Point Average among Middle and High School Boys and Girls." Perceptual and Motor Skills 60, no. 1 (February 1985): 39–45. http://dx.doi.org/10.2466/pms.1985.60.1.39.

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The Learning Style Questionnaire and the Children's Nowicki-Strickland I-E Control Scale were given to 128 boys and girls in Grades 8 and 11 in the La Grande (Oregon) School District. Each subject's previous year's grade point average was obtained to determine the relationships among hemisphericity, locus of control, and achievement. Also assessed, including interactions, were differences in hemisphericity, locus of control, and achievement by sex and grade. There was a significant relationship (of low practical value) between locus of control and GPA only. The difference in hemisphericity scores with respect to grade was significant.

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Lipp, Ariana M., Robert W. Boyce, Kimberly N. Stewart, and Heather E. League. "E-Learning Effects on Human Anatomy and Physiology Grades Considering Gender and Grade Point Average." Medicine & Science in Sports & Exercise 46 (May 2014): 841. http://dx.doi.org/10.1249/01.mss.0000496022.26907.20.

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Nerodo, Galina, Victoria Aleksandrovna Ivanova, and Ekaterina Alekseevna Nerodo. "Time to vulva cancer relapses in dependence on different factors." Journal of Clinical Oncology 31, no. 15_suppl (May 20, 2013): e16513-e16513. http://dx.doi.org/10.1200/jco.2013.31.15_suppl.e16513.

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e16513 Background: The time to relapses was investigated in dependence on different factors. Methods: We examined 809 vulva cancer patients to evaluate frequency and average time to relapse depending on grades, invasion depth and method of treatment. Results: We found out that 25.09% (203 from 809) of patients had a relapse. For the I grade the relapse was observed in 18.29% patients after 59.3 months on average, for the II grade – in 20.5% after 46.9 months, for the III grade – in 26.6% after 16.8 months, for the IV grade – in 46.2% patients after 7.2 months respectively. The patients of the II grade with tumor invasion of 1-2 mm had a relapse after 61.2 months, with invasion of 3-4 mm – after 42.1, with more than 5 mm – after 38.5 months on average correspondingly. For patients of the III grade with tumor invasion less than 5 mm the average time to relapse was 19.9 months, with invasion more than 5 mm – 12.6 months. There is not significant difference between the times to relapses of early grades patients treated with combined method or complex method with chemotherapy. However for the patients of the III grade the chemotherapy has prolonged the time to relapse from 13.5 to 18.1 months. Conclusions: The relapses of vulva cancer were observed in 25.09% of all patients. The grade, depth of invasion and chemotherapy as a part of complex treatment of III-IV grades patients have considerable influence on the time to relapse.

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Acar Güvendir, Meltem, and Yeşim Özer Özkan. "The inequality of students' graduation grade point average among universities." Yuksekogretim Dergisi 4, no. 2 (August 1, 2014): 110–16. http://dx.doi.org/10.2399/yod.14.009.

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Stricker, Lawrence J., Donald A. Rock, Nancy W. Burton, Eiji Muraki, and Thomas J. Jirele. "ADJUSTING COLLEGE GRADE-POINT AVERAGE FOR VARIATIONS IN GRADING STANDARDS." ETS Research Report Series 1992, no. 2 (December 1992): i—24. http://dx.doi.org/10.1002/j.2333-8504.1992.tb01496.x.

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El Zein, A., K. Shelnutt, S. Colby, M. Vilaro, G. Greene, W. Zhou, J. Stabile Morrell, M. Olfert, K. Riggsbee, and A. Mathews. "Becoming Food Insecure Affects Grade Point Average in College Students." Journal of the Academy of Nutrition and Dietetics 118, no. 9 (September 2018): A90. http://dx.doi.org/10.1016/j.jand.2018.06.114.

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Creech, Leah Renée, and Ryan D. Sweeder. "Analysis of Student Performance in Large-Enrollment Life Science Courses." CBE—Life Sciences Education 11, no. 4 (December 2012): 386–91. http://dx.doi.org/10.1187/cbe.12-02-0019.

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This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0–62.8% of the variance in students’ grades in the courses analyzed. The primary predictor of a student's course grade was his or her entering grade point average; except for the second course in a series (i.e., Biochemistry II), in which the grade for the first course in the series (i.e., Biochemistry I) was often the best predictor, as judged by β values. Student gender and major were also statistically significant for a majority of the courses studied. Female students averaged grades 0.067–0.303 lower than their equivalent male counterparts, and majors averaged grades were 0.088–0.397 higher than nonmajors. Grades earned in prerequisite courses provided minimal predictive ability. Ethnicity and involvements in honors college or science residential college were generally insignificant.

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Strayhorn, Joseph M. "Pilot Study of Telephone Tutoring in Reading Skills." Perceptual and Motor Skills 101, no. 2 (October 2005): 505–9. http://dx.doi.org/10.2466/pms.101.2.505-509.

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This study tested the feasibility of tutoring children in reading via telephone sessions. 19 children received tutoring from any of 6 tutors for an average of 7.6 hr. per month. Initially, these children were an average of 10.4 yr. old, in average Grade 4.8, and averaged 2.9 grade levels behind their grade expectations on the Slosson Oral Reading Test. Before tutoring the children had progressed on the Slosson at an average of 0.44 grade levels per year (95% CI = 0.30 to 0.57). The children participated in telephone tutoring for an average of 1.5 yr. During tutoring the students progressed at an average of 2.0 grade levels per year (95% CI = 1.2 to 2.8). The rate of progress during tutoring was significantly greater than that before tutoring ( p < .001). The relations between tutors and students appeared to be positive and pleasant. Telephone tutoring seems to be a practical and feasible service delivery method which should be tested further.

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Tsai, Wen-Chiuan, Chi-Hong Chu, Cheng-Pin Yu, Lai-Fa Sheu, Ann Chen, Hung Chiang, and Jong-Shiaw Jin. "Matriptase and Survivin Expression Associated with Tumor Progression and Malignant Potential in Breast Cancer of Chinese Women: Tissue Microarray Analysis of Immunostaining Scores with Clinicopathological Parameters." Disease Markers 24, no. 2 (2008): 89–99. http://dx.doi.org/10.1155/2008/945197.

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Objective: The aim of this study was to examine the expression of matriptase and survivin in breast carcinoma and correlate with clinicopathological parameters.Methods: Immunohistochemical analysis of matriptase and survivin were performed in tissue microarray slides of 290 cases, including 11 normal breast tissue; 27 fibrocystic disease; 17 fibroadenoma; 6 atypical ductal hyperplasia; 39 ductal carcinoma in situ, low grade (DCIS, low grade); 39 ductal carcinoma in situ, high grade (DCIS, high grade); 27 invasive ductal carcinoma, grade I (IDC, grade I); 78 invasive ductal carcinoma, grade II (IDC, grade II); and 46 invasive ductal carcinoma, grade III (IDC, grade III).Results: The average immunostaining scores of matriptase were 44.1 in normal breast tissue, 52.7 in fibrocystic disease, 76.5 in fibroadenoma, 81.7 in atypical ductal hyperplasia, 133.7 in low-grade DCIS, and 155.8 in high-grade DCIS. Among 151 breast IDC cases, the average immunostaining scores of matriptase were 172.7 in grade I, 211.7 in grade II, and 221.2 in grade III. Additionally, the average immunostaining scores of surviving also correlate with tumor grades and stages.Conclusions: Higher expressions of matriptase and survivin correlate significantly with clinicopathological parameters in breast cancer and the malignant potential in premalignant lesions. In addition, higher survivin expression had poorer prognosis of breast IDC cases.

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Steenman, Sebastiaan C., Wieger E. Bakker, and Jan W. F. van Tartwijk. "Predicting different grades in different ways for selective admission: disentangling the first-year grade point average." Studies in Higher Education 41, no. 8 (November 11, 2014): 1408–23. http://dx.doi.org/10.1080/03075079.2014.970631.

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Moore, W. Kent. "Advising Students About Required Grade-Point Averages." NACADA Journal 26, no. 2 (September 1, 2006): 39–47. http://dx.doi.org/10.12930/0271-9517-26.2.39.

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Sophomores interested in professional colleges with grade-point average (GPA) standards for admission to upper division courses will need specific and realistic information concerning the requirements. Specifically, those who fall short of the standard must assess the likelihood of achieving the necessary GPA for professional program admission. The Excel spreadsheet described in this paper yields quantitative data that serve as a basis for clear communication and effective advising. For students who have a high probability of success, the information provides a target, and the accompanying advising can increase motivation to reach it. Conversely, students not likely to attain the necessary GPA can be more easily convinced to redirect their time and energy into another major in which they can be successful. Relative emphasis: practice, research, theory

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Perlman, Baron, Lee I. McCann, and Adam Prust. "Students' Grades and Ratings of Perceived Effectiveness of Behaviors Influencing Academic Performance." Teaching of Psychology 34, no. 4 (October 2007): 236–40. http://dx.doi.org/10.1080/00986280701700284.

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We studied undergraduate psychology students' grades and their ratings of the helpfulness of behaviors related to good academic performance. On average students desired an AB (3.5 on a 4-point scale) and would have been satisfied with a B; 31% of students expressed satisfaction with a BC or lower. Overall, students averaged a BC final grade, a B in nonintroductory courses. In every course but introductory psychology, students earned the grade they find satisfactory. Students rated only 7 of 59 behaviors as helping earn desired grades to a great extent; all involved basic studying. Moreover, they did not rate many potentially useful behaviors highly.

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Sazonov, B. A. "Grade Point Average System of Assessment: the Implementation Peculiarities in Russia." Education and science journal 1, no. 9 (February 10, 2015): 15. http://dx.doi.org/10.17853/1994-5639-2012-9-15-34.

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Codier, Estelle, and Ellen Odell. "Measured emotional intelligence ability and grade point average in nursing students." Nurse Education Today 34, no. 4 (April 2014): 608–12. http://dx.doi.org/10.1016/j.nedt.2013.06.007.

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Johnson, Jocelyn J., and Kim H. Knight. "College Level Examination Program Scores as Predictors of Grade Point Average." Educational and Psychological Measurement 47, no. 4 (December 1987): 1031–36. http://dx.doi.org/10.1177/0013164487474019.

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Schwanz, Kerry A., Linda J. Palm, and Sara A. Brallier. "Attention Problems and Hyperactivity as Predictors of College Grade Point Average." Journal of Attention Disorders 11, no. 3 (November 2007): 368–73. http://dx.doi.org/10.1177/1087054707305155.

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Young, Robert D., Sheila A. Joyner, and John R. Slate. "Grade Point Average Differences between Dual and Nondual Credit College Students." Urban Studies Research 2013 (February 11, 2013): 1–6. http://dx.doi.org/10.1155/2013/638417.

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We examined the first and final term grade point averages (GPA) for a class of students at a Texas community college to determine how dual enrollment credit influenced GPA. Five statistically significant differences, albeit small effect sizes, were present by gender and by ethnic membership. Dual credit students had higher GPAs than did nondual credit students. Interestingly, dual enrollment did not have a statistically significant influence on GPAs for Asian students or for students after two years at this community college. As such, this study is the first research investigation of which we are aware in which student GPA in the first college semester and at the end of the second year was compared between dual credit and nondual credit students. Implications of our findings and suggestions for future research are provided.

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Sterner, Elizabeth A. "Impact of academic libraries on grade point average (GPA): a review." Performance Measurement and Metrics 22, no. 1 (November 10, 2020): 71–85. http://dx.doi.org/10.1108/pmm-01-2020-0004.

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PurposeThe purpose of this paper is to examine the literature to determine how academic librarians are measuring their libraries' institutional level impact on student success as measured by grade point average, a metric commonly used in American education. This paper highlights a range of methods, outcomes and challenges in an initial scoping study.Design/methodology/approachThe methodology centered on a literature review of measuring the impact of academic libraries on student success as quantified by grade point average (GPA) from 2010 to present. Searches in ProQuest, EBSCO and Google Scholar were used to identify the relevant literature. Keywords searched in databases included various combinations of academic impact, student success, learning outcomes, library and higher education.FindingsThe analysis of 15 papers shows that academic librarians have demonstrated a small, nonnegligible positive correlation of library usage on GPA. The results of studies have highlighted that correlation does not prove the cause. Concerns and limitations of studies included using the GPA as a measurement of student success, differences between GPAs in subject areas, timeframes used, sample size collected, student privacy and the meanings of the results.Research limitations/implicationsThis study is limited to articles published in English measuring student success as quantified by GPA and focuses heavily on American sources.Originality/valueThe research can guide librarians through known challenges and highlight successful designs and study methods used by other academic librarians to measure the impact of the library on student success.

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Freire-Seoane, Maria Jesus, Carlos Pais-Montes, and Beatriz Lopez-Bermúdez. "Grade point average vs competencies: which are most influential for employability?" Higher Education, Skills and Work-Based Learning 9, no. 3 (August 12, 2019): 418–33. http://dx.doi.org/10.1108/heswbl-04-2017-0027.

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Purpose The purpose of this paper is to measure the combined influence that soft skills and Graduate Point Average (GPA) achievements have on the employability of higher education (HE) graduates, and the possible mitigating effects that score attainments have on some ex ante issues, like the gender asymmetries existing in labour market, or the great difference between some knowledge fields, regarding their unemployment rates. Design/methodology/approach The methodology used is a probit model, performed on a sample of 1,054 HE graduates, coming from a middle-sized European university. Findings The results show: a clear positive influence of the GPA on job finding odds; that some generic competencies improve this probabilities but another ones act as penalties; and that GPA and systemic competencies enhancement initiatives (at an individual level or at HE policy institutions level) could act as attenuators for the gender inequality or for the low recruitment perspectives existing on some knowledge fields like humanities or social sciences. Originality/value A wide scientific literature can be currently found on generic competencies and their influence on the employability odds, but the results regarding GPA attainments are still too heterogeneous and scarcely explored. On the other hand, there’s a non-solved controversy in the literature about the influence of the GPA results on the odds that a HE graduate has to obtain a job: do GPA signal correctly the best candidates? Do current employers prefer competencies scores over GPA attainments? This paper will contribute to clarify these questions.

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Richardson, Michelle, and Charles Abraham. "Modeling antecedents of university students' study behavior and grade point average." Journal of Applied Social Psychology 43, no. 3 (February 26, 2013): 626–37. http://dx.doi.org/10.1111/j.1559-1816.2013.01043.x.

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JONES, S. D. M., A. K. W. TONG, and W. M. ROBERTSON. "THE EFFECTS OF CARCASS GRADE AND SEX ON THE LEAN CONTENT OF BEEF CARCASSES." Canadian Journal of Animal Science 67, no. 1 (March 1, 1987): 205–8. http://dx.doi.org/10.4141/cjas87-023.

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Heifer (n = 82) and steer (n = 89) carcasses were compared for lean content at the same grade (Canada A1 or A2), or at the same depth of average rib fat thickness within a grade (8.5 or 12.1 mm). Lean content for A1 grade carcasses was found to average 63.3% with a range from 55.6 to 69.2%. The corresponding figures for A2 grade carcasses were 60.0% lean and a range from 53.7 to 66.2%. A1 grade steer carcasses were found to contain 1.7% more lean than A1 grade heifer carcasses, but this difference was reduced to 1.2% when the comparison was made at an equal depth of subcutaneous fat thickness. There were no sex differences in lean content for A2 grade carcasses. The results are discussed with reference to lean content variation in existing carcass grades and pricing policies for heifer and steer carcasses of the same carcass grade. Key words: Beef, carcasses, steer, heifer, composition, grade

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Meadows, James S., and E. C. Burkhardt. "Epicormic Branches Affect Lumber Grade and Value in Willow Oak." Southern Journal of Applied Forestry 25, no. 3 (August 1, 2001): 136–41. http://dx.doi.org/10.1093/sjaf/25.3.136.

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Abstract A case study was conducted in a 50-yr-old bottomland oak stand in central Alabama to investigate the relationship between epicormic branches and lumber grade and value in willow oak (Quercus phellos L.). The stand had been thinned from below 7–10 yr earlier, resulting in a wide variety of epicormic branch conditions on the residual trees. A sample of 41 willow oak trees was selected before the stand was clearcut in late 1991. All merchantable logs in each tree were graded prior to felling. Average dbh of sampled trees was 19.1 in. Each tree averaged 9.5 epicormic branches on the sawlog portion of the bole. From these 41 trees, a random sample of 57 logs (31 butt logs and 26 upper logs) was shipped to a sawmill where they were sawn into lumber and graded. Epicormic branching had a large detrimental effect on log grade of individual trees. In general, as few as five epicormic branches somewhat evenly distributed on a 16 ft log was enough to cause a reduction in log grade. More importantly, defects caused by epicormic branches had a serious effect on lumber grade, particularly in the higher grades. Over 50% of the lumber volume that would have been graded as either First and Seconds or Select in the absence of epicormic branches was downgraded to No. 1 Common or below due to defects caused by epicormic branches. Based on lumber prices prevailing at the time of the study, defects caused by epicormic branches resulted in a 13% reduction in the value of the lumber produced in the final harvest. South. J. Appl. For.25(3):136–141.

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Martinez, Antonio E., Li Lin, and Cherie H. Dunphy. "Grading of Follicular Lymphoma: Comparison of Routine Histology With Immunohistochemistry." Archives of Pathology & Laboratory Medicine 131, no. 7 (July 1, 2007): 1084–88. http://dx.doi.org/10.5858/2007-131-1084-goflco.

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Abstract Context.—Follicular lymphoma (FL) grading is based on the average number of large transformed cells in 10 neoplastic follicles at ×40 high-power field (×10–40 high-power field) examination (grade 1, 0–5 centroblasts per high-power field; grade 2, 6–15 centroblasts per high-power field; grade 3, >15 centroblasts per high-power field). Objective.—Since there may be significant interobserver variability, we analyzed the usefulness of immunohistochemical stains in grading FLs more reliably. Design.—Forty-three FLs initially graded by World Health Organization criteria (grade 1, 12; grade 2, 18; grade 3, 13) were reviewed and stained with CD3, CD20, Ki-67, CD30, CD68, PAX-5, and BCL-6. Retrospective review was performed for the average number of large cells, of large lymphoid cells, of large cells staining with CD3, CD20, BCL-6 (40 cases), and PAX-5, and of all cells staining with CD68, Ki-67, and CD30. Results.—By histologic review, 8 of 43 FLs had a significant grade change (4 cases upgraded and 4 cases downgraded). CD3 and CD30 stained only 0 to 3 large cells and 0 to 3 cells, respectively, in neoplastic follicles. CD68+ cells represented the large nonlymphoid cells. Increasing FL grades demonstrated increases in Ki-67+ cells. The original grade showed substantial agreement with CD20 and moderate agreement with PAX-5 and BCL-6. The original histologic grade agreed with immunohistochemical-based grade using 2 or more antibodies in 5 of 8 discordant cases (4 by CD20 or BCL-6 and PAX-5; 1 by CD20, PAX-5, and BCL-6). Conclusions.—Interobserver variability of histologic FL grading may be significant; we showed low-end “substantial agreement.” Immunohistochemical stains (ie, CD20, PAX-5, and BCL-6) may more reliably determine the number of large transformed cells in neoplastic follicles; Ki-67 staining correlates with higher FL grades. Immunohistochemical stains may be evaluated in clinical trials of FL patients to determine prognostic significance.

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Butcher, Kristin F., Patrick J. McEwan, and Akila Weerapana. "The Effects of an Anti-Grade Inflation Policy at Wellesley College." Journal of Economic Perspectives 28, no. 3 (August 1, 2014): 189–204. http://dx.doi.org/10.1257/jep.28.3.189.

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Average grades in colleges and universities have risen markedly since the 1960s. Critics express concern that grade inflation erodes incentives for students to learn; gives students, employers, and graduate schools poor information on absolute and relative abilities; and reflects the quid pro quo of grades for better student evaluations of professors. This paper evaluates an anti-grade-inflation policy that capped most course averages at a B+. The cap was biding for high-grading departments (in the humanities and social sciences) and was not binding for low-grading departments (in economics and sciences), facilitating a difference-in-differences analysis. Professors complied with the policy by reducing compression at the top of the grade distribution. It had little effect on receipt of top honors, but affected receipt of magna cum laude. In departments affected by the cap, the policy expanded racial gaps in grades, reduced enrollments and majors, and lowered student ratings of professors.

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Mason, Neil Thomas, Nikhil I. Khushalani, Scott Joseph Antonia, and Howard L. McLeod. "Incidence and average cost per toxicity in patients treated with nivolumab." Journal of Clinical Oncology 35, no. 7_suppl (March 1, 2017): 93. http://dx.doi.org/10.1200/jco.2017.35.7_suppl.93.

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93 Background: Recently approved PD-1 inhibitors such as nivolumab have demonstrated clear efficacy in metastatic melanoma and other cancers, but also come at a high cost and with the potential for severe side effects. However, most of the data available comes from clinical trials rather than patients treated in clinical practice as standard-of-care. This study reports the incidence of severe toxicities in a number of cancer types and estimates the per patient cost of managing these toxicities. Methods: Patients with metastatic melanoma, non-small cell lung cancer, renal cell carcinoma, and Hodgkin’s lymphoma treated with nivolumab between January 1, 2014 through April 30, 2016 were identified at Moffitt Cancer Center (N=74). Toxicities occurring during treatment or within 2 months of stopping treatment were identified by a chart review and each toxicity graded using the CTCAE 4.0 criteria. A cost of care analysis was performed to estimate the cost of serious toxicities (Grade 3-5) compared to a control group who experienced no or minor adverse events (Grade 0-2). Billing data was used to estimate the mean cost of care for each group. Costs were subcategorized by service line, e.g., pharmacy costs, radiology, laboratory services. Results: The most common severe toxicities were anemia, dyspnea, renal failure, colitis, fatigue, and pneumonitis (Table 1). The average cost of care for patients experiencing grade 3-5 toxicities was $2,036 higher than those without toxicity. Conclusions: The incidence of toxicity in our population was similar to that reported in clinical trials. Costs were higher for patients with toxicities, driven by additional outpatient care (19% higher cost per patient) as well as additional pharmacy costs (22% higher per patient). Though small in comparison to the cost of nivolumab, over $6,000 per dose, these costs should not be dismissed, particularly when performing cost effectiveness and value research. [Table: see text]

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Cortright, Ronald N., Heidi L. Lujan, Julie H. Cox, and Stephen E. DiCarlo. "Does sex (female versus male) influence the impact of class attendance on examination performance?" Advances in Physiology Education 35, no. 4 (December 2011): 416–20. http://dx.doi.org/10.1152/advan.00021.2011.

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The “conventional wisdom” is that grades are related to class attendance, i.e., students who attend classes more frequently obtain better grades and class attendance dramatically contributes to enhanced learning. However, the influence of sex (female vs. male) on this relationship is understudied. Furthermore, there have been several studies examining the impact of attendance on course grades that challenge the conventional wisdom. To address these issues, we determined the effect of class attendance on examination scores for female and male students enrolled in our undergraduate exercise physiology class of 51 students (20 female students and 31 male students). The experiment was designed not to interfere with the normal conduct of the course. Attendance was recorded in each class, and, although regular attendance was encouraged, it was not required and did not factor into the final grades. The final grade reflected the average days of attendance for female students only. Specifically, female students earning a grade above the class average attended 89 ± 4% of the classes; however, female students earning a grade below the class average attended only 64 ± 6% of the classes. In sharp contrast, there was no difference in the number of classes attended for male students earning grades above or below the class average (84 ± 3% vs. 79 ± 5%). Accordingly, some male students were absent frequently but scored above the class average, whereas other male students attended many classes but scored below the class average. Thus, the influence of regular attendance on examination performance is more important for female students than male students.

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Noor Jehan and Muhammad Idris. "Costing out Educational Needs for Khyber Pakhtunkhwa." Global Social Sciences Review IV, no. II (April 23, 2019): 34–42. http://dx.doi.org/10.31703/gssr.2019(iv-ii).05.

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This study was undertaken for costing out education needs for Khyber Pakhtunkhwa based on location, gender, district and grade. The sample consisted of 778 schools, including 364 females and 414 males. The study used descriptive statistics for analysis. It was found that rural students get slightly less pocket money than urban students. The cost of average monthly stationery, uniform cost, teacher cost and total cost for urban student was higher than for rural students. District Haripur was found to be the most successful school district. It was further found that better results need good financing. The study also confirmed that the girl student cost is less than a boy student. It was also concluded that the pocket money on average increases with grade. There was no significant difference of stationery cost across grades while grade one and grade four students’ cost on uniform was slightly higher than other grades.

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González, Silvia A., Joel D. Barnes, Patrick Abi Nader, Dolores Susana Andrade Tenesaca, Javier Brazo-Sayavera, Karla I. Galaviz, Marianella Herrera-Cuenca, et al. "Report Card Grades on the Physical Activity of Children and Youth From 10 Countries With High Human Development Index: Global Matrix 3.0." Journal of Physical Activity and Health 15, s2 (January 2, 2018): S284—S297. http://dx.doi.org/10.1123/jpah.2018-0391.

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Background: The Global Matrix 3.0 brings together the Report Card grades for 10 physical activity indicators for children and youth from 49 countries. This study describes and compares the Global Matrix 3.0 findings among 10 countries with high Human Development Index. Methods: Report Cards on physical activity indicators were developed by each country following a harmonized process. Countries informed their Report Cards with the best and most recent evidence available. Indicators were graded using a common grading rubric and benchmarks established by the Active Healthy Kids Global Alliance. A database of grades from the countries was compiled, and letter grades were converted to numerical equivalents. Descriptive statistics and scores for groups of indicators were calculated, and correlation analyses were conducted. Results: Grades for the 10 countries clustered around “D” ranging from “F” to “B+.” Active Transportation had the highest average grade (“C”), whereas Overall Physical Activity had the lowest average grade (“D-”). Low grades were observed for both behavioral and sources of influence indicators. Conclusions: In the context of social and economical changes of high- Human Development Index countries, urgent actions to increase physical activity among children and youth are required. Surveillance and monitoring efforts are required to fill research gaps.

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Ford, H. Thomas, John R. Puckett, and Larry A. Tucker. "Predictors of Grades Assigned by Graduate Teaching Assistants in Physical Education." Psychological Reports 60, no. 3 (June 1987): 735–39. http://dx.doi.org/10.2466/pr0.1987.60.3.735.

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To determine possible predictors of grades assigned by graduate teaching assistants in physical education service programs, average grade assignments of 20 assistants for one quarter, collected over 2 yr., were compared with demographic data, teaching experience, GRE scores, total score on the Tennessee Self-concept Scale, and teachers' ratings. Bivariate correlations indicated that the average grade assigned by assistants was related significantly to sex, marital status, and global self-concept; however, age, teaching experience in public schools, total GRE scores, and students' ratings of teachers' effectiveness were not related significantly to the mean grades assigned to students.

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Xing, En Hui, Rui Wang, and Jun Li. "Analysis of Composite Grade on Highway of Continuous Long and Steep Grade." Applied Mechanics and Materials 178-181 (May 2012): 1143–46. http://dx.doi.org/10.4028/www.scientific.net/amm.178-181.1143.

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The problem of composite grade are discussed on highway of long and steep grade, namely how to ascertain the values of grade, length of grade and the sequence of composite grade, when the whole section of grade is composed of some different grade. The rationality of grade length limit methods is argued certainly according to the percentage each grade. The diverse combined circumstance of gradient are contrast analyzed from the angles of dynamic quality and economical quality of vehicle operation, then the design methods of composite grades with best dynamic and economical quality of vehicle is put forward to ascertain the values of grade, length of grade and the sequence of composite grade. The best vertical combined project is put forward that the composite grade of larger and smaller is better than average grade, and it is better than the composite grade of smaller and larger also. The bigger proportion of length of smaller grade is, and the better composite grade is.

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Susmarini, Dian, and Yati Sri Hayati. "Grade Inflation In Clinical Stage." American Journal of Health Sciences (AJHS) 2, no. 1 (May 23, 2011): 21–28. http://dx.doi.org/10.19030/ajhs.v2i1.4366.

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Grade inflation is a condition when there is an increase of grade point average without the same increase in students’ ability. Grade inflation also occurs in nursing education that needs to be solved since its existence is threatening nursing professionalism. The case shows that the average grade for subjects in clinical stage is close to the maximum point, while the average grade in academic stage is in normal distribution. In this qualtitative research, six clinical facilitators from six different nursing programs were included. The participants were asked regarding the presence of grade inlfation in their institutions. Further, the gap between grade in academic and clinical stages were questioned the factor(s) that make the different, how real the given grade reflect students’ ability, the impact of it to the students and all related elements, and the action to solve this problem. The factors which cause grade inflation in universities especially in nursing are related to the whole aspect of learning and teaching. They are including the institution or nursing program, the faculty, the students and the grading system. The implication of grade inflation among nursing students can be both short and long term such as student’s disatisfaction and their career once they graduated. The process of measuring students’ clinical performance can be made such as evaluation method, number of clinical facilitator, the ability to use evaluation instrument, and the grading system.

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Journal articles on the topic 'Average grade'

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