An Analysis of Predictive Validity at Colleges Essay

2561 Words Aug 15th, 2012 11 Pages
Is NSSE Messy? An Analysis of Predictive Validity
David DiRamio and David Shannon

Paper presentation for the Annual Meeting of the American Educational Research Association April 10, 2011 in New Orleans, LA

Contact Information: David DiRamio, Ph.D. Associate Professor Administration of Higher Education 4096 Haley Center Auburn University, AL 36849 Office (334) 844-3065 E-mail: diramio@auburn.edu David Shannon, Ph.D. Professor Educational Psychology 4028 Haley Center Auburn University, AL 36849 Office (334) 844-3071 E-mail: shanndm@auburn.edu

Running Head: Is NSSE Messy? 4‐5‐11

Is NSSE Messy? An Analysis of Predictive Validity Each year at colleges and universities across the nation, senior administrators and governance
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Sample and Method The sample for this study consisted of 1,204 undergraduates who participated in the NSSE survey as freshmen, from the spring of 2003 through spring of 2006. The setting was a large, public research university in the southeastern United States. The school is characterized as a predominately white institution (> 85% majority students) and had at the time the NSSE was administered, and continues to have, a substantial residential component as part of its campus environment (more than two-thirds of freshmen lived on campus). Bivariate correlations and regression analysis were used to determine an overall statistical relationship between NSSE scores and the two outcomes of interest, time to graduation and GPA (Pedhauzer, 1997). As a follow up, multivariate analysis (MANOVA) was used to investigate differences in NSSE factor scores and scale items for students grouped using two criterion. First, students were grouped by whether of not they had graduated within six years. Six years has become the benchmark used by the U.S. Department of Education for reporting graduation rates and likely represents the outermost extreme that is palatable for those in governance positions in higher education. There now exits pressure from various consistencies and stakeholders for students to graduate from college faster, as evidenced by the

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