Academic literature on the topic 'Grade point average'

An increasing number of first-generation college students enroll in college each year. However, according to national statistics, as many as 900,000 first-generation college students drop out each year. Colleges have developed summer bridge programs to help first-generation students succeed; participants have shown an increase in grade point average (GPA) and retention. There is limited research focusing specifically on private nonprofit university bridge programs, and national statistics show 34% of first-generation college students electing private universities. Thus, the purpose of this quantitative cross-sectional study was to evaluate a private nonprofit university bridge program called the Pfeiffer Readiness Education Program. Using the Seidman retention model as a theoretical framework, this study investigated student satisfaction, retention, GPA, and credits earned versus attempted for first-generation participants in an early intervention program. To determine statistical significance between groups of first-generation participants (n = 39) and first-generation nonparticipants (n = 35), t test is used. The early intervention program demonstrated statistical significance (p < .05) between participants and nonparticipants in student satisfaction, retention from Fall 2016 to Spring 2017, retention from Fall 2016 to Fall 2017, GPA in Fall 2016, GPA from Fall 2016 to Fall 2017, and credits earned versus attempted ratio for Fall 2016 to Fall 2017. This study may provide staff of similar institutions with understanding of the importance of early intervention programs for first-generation college students. Programs to retain and graduate first-generation college students could promote positive social change.

The purpose of the study was to determine the effectiveness of at-risk tutorial programs as measured by student grade point average.The population was defined as elementary students identif7ed by local school officials as being at-risk according to federal and state descriptions of at-risk youth and according to individual school program objectives. The sample consisted of 250 elementary students selected from nine schools in five school districts that offered Indiana Department of Education funded at-risk tutorial programs and who were identified as at-risk by local school officials.The independent variables were time and treatment utilizing a 3 (Time) x 3 (Treatment) design for the study. The dependent variable was grade point average. Intervening variables were gender, age, grade, socioeconomic status, tutor, race, type of treatment, motivation, parent input such as encouragement, and student participation in other special programs such as special counseling.The following three findings were a result of analysis of data collected for the study:1. The null hypothesis of no differences among group means was rejected at an alpha level of .05 using Wilks multivariate analysis of variance.2. Univariate F statistics revealed the multivariate difference among group means to be accounted for at Time 4.3. Scheffe' post hoc pair-wise comparisons for Time 4 revealed a difference existed between the Control Group and Experimental Group 1 and between Experimental Group 1 and Experimental Group 2. No difference existed between the Control Group and Experimental Group 2.One conclusion was evident as a result of procedures applied in the study. No differences of grade point average were proven to result from differing levels of participation in at-risk tutorial programs. Implications of the study were (a) at-risk students need to participate in long-term programs that provide services for the student K-12 school career and (b) short-term at-risk programs may cause decline of student progress when the program is withdrawn.<br>Department of Educational Leadership

Abstract The dropout rates of African American and Hispanic students in the United States are significantly higher than that of White students. Failure to obtain a high school diploma has adverse economic and social implications for these students and for society. The purpose of this study was to assess the relationship between a credit recovery program with key demographic variables and high school GPA, which is a graduation antecedent, for students in an alternative school. Knowles' framework of adult learning theory was used to examine how participation in the credit recovery process in a system of predominantly African American-serving alternative schools predicted GPA while accounting for the influence of student demographic variables. The ex-post facto causal-comparative design involved the analysis of an archival random sample of 168 former students, 84 of whom had taken credit recovery courses and 84 of whom had not. A multiple linear regression model (R =0.257, F(4, 163) = 2.770, p = 0.029) indicated that only gender (β = 0.188, p = .02) significantly predicted the students' GPA, with female students outperforming males. A conclusion is that the implementation of credit recovery programs in U.S. schools does not have any impact on students' GPA. The results suggest weaknesses in program delivery and training and that the review and revision of professional development opportunities for teachers is merited. Drawing from the extant literature, a professional development recommendation was made to improve program effectiveness based on documented best practice examples. Implications for the promotion of positive social change include the evaluation of more robust credit recovery programs capable of improving the graduation rates of U.S. Hispanic and African American students.

This study investigated the effect of school-sponsored, extra-curricular activities on academic achievement for students at a private school in north central Texas. Students selected for this study were graduates from the classes of 1996, 1997, 1998, 1999, and 2000. With a minimum participation of two years during grades nine through twelve, students were categorized into subgroups of activities. After eliminating students who participated in more than one of the extra-curricular activities of music, drama, visual arts, and athletics, three hundred sixty-one students were represented. The identity of students was encoded and information was recorded for gender, school-sponsored, extra- curricular activities, cumulative grade point averages, SAT Scores, ACT Scores, and cumulative grade point averages in core curriculum subjects. A two-way ANOVA test with a two-by-five factorial design was completed for research questions one through four. A one-way ANOVA with a one-by-five factorial design was completed for research question five. When a significant F was found, Scheffe and LSD post hoc tests were completed to determine pair wise interaction. Statistical differences did exist when comparing school-sponsored, extra-curricular activities and cumulative grade point averages with musicians having a significantly higher cumulative grade point average, SAT scores, and ACT scores than athletes. A significant difference was found among the activity subgroups regarding the cumulative grade point averages in the core curriculum subjects of foreign language, history/English (an interdisciplinary subject at the studied school), mathematics, and science with musicians scoring significantly higher than athletes in all subjects. It is recommended that further studies be conducted to investigate the impact of activities on student achievement. Studies might include larger and different populations, the impact of participation at a younger age, and the impact of other activities on student achievement.

Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed March 3, 2006. Dissertation Committee: Paula J. Smith (chair), Paul J. Baker, Ronald S. Halinski, Sheryl W. Piercy, Anita H. Webb-Lupo. Includes bibliographical references (leaves 73-76) and abstract. Also available in print.

Approved for public release, distribution unlimited<br>MBA Professional Report<br>The purpose of this MBA Project was to determine if a student's Grade Point Average (GPA) while attending Naval School Explosive Ordnance Disposal (NAVSCOLEOD) is an accurate predictor of graduation. This project was conducted with the sponsorship and assistance of the Center for EOD and Diving, as well as NAVSCOLEOD. This project served to verify the graduation prediction model currently in use at NAVSCOLEOD is valid. The regression equation used in the graduation prediction model was updated with student data from 2004-2008. NAVSCOLEODINST 5420.1U claims the model predicts successful completion of training for 95% of graduates who experienced a setback, and that the model is far more accurate overall than the traditional Academic Review Board (ARB) process. Based on student data from 2004-2008, the model predicted 94.1% would graduate and 5.9% would fail. This is not within the specified requirements of NAVSCOLEODINST 5420.1U. We also conclude that the methodology used in the current graduation prediction model is not a true portrayal of student graduation or failure. This model proceeds from outcome to prediction, instead of the other way around. We discuss another approach that more logically proceeds from prediction to outcome and gives a clearer understanding of model accuracy.

"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2009."<br>Advisor(s): Buttrey, Samuel E. ; Simon, Cary. "December 2009." "MBA Professional report"--Cover. Description based on title screen as viewed on January 29, 2010. Author(s) subject terms: NAVSCOLEOD, Academic Review Board, Graduation Prediction Model. Includes bibliographical references (p. 57). Also available in print.

<p> The purpose of this study was to analyze factors that predict marijuana use and grade point average among undergraduate college students using the Core Institute national database. The Core Alcohol and Drug Survey was used to collect data on students&rsquo; attitudes, beliefs, and experiences related to substance use in college. The sample used in this study was delimited to include only full-time undergraduate students (N =111,664) and data were collected from 2011 to 2015. Six research questions provided the foundation of the study, which was operationalized by Astin&rsquo;s (1993) input environment outcome model (IEO).</p><p> Descriptive analysis was conducted to describe the sample in terms of individual and institutional characteristics, campus experiences, and substance use. Comparative analyses including one-way analysis of variance and two-way analysis of variance were conducted to determine statistical significance of differences between groups for gender, ethnic origin, marijuana use, and grade point average. Effect sizes were calculated for each ANOVA to determine the magnitude of the effect and practical significance for the population. Finally, inferential analyses using hierarchical, multiple regression were conducted to predict marijuana use. The regression model was also used to explore factors predicting medical marijuana and recreational marijuana use among students in the 2015 cohort. Statistically significant results were reported for each regression model. Statistically significant at p &lt; .001, the factors that explained 42.2% of the variance in the final model included: gender, ethnic origin, age, institutional control, campus locale, intercollegiate athletics, social fraternities and sororities, music and performing arts, alcohol use, illegal drug use change, perceived risk of harm from trying marijuana once or twice, and perceived risk of harm from smoking marijuana regularly. Implications for policy, practice, and future research regarding marijuana use and academic performance are included.</p><p>