Effectiveness of Admission Criteria on Student Performance in Classroom and Field Instruction

Bibliographic Data

ID2501828
AuthorsM Thomas (0000-0002-4354-2796, California State University, Bakersfield, corresponding author), Roseanna Mccleary (California State University, Bakersfield), Patricia Henry (California State University, Bakersfield)
Year2004
Volume5
Issue1
Pages33-46
Publication date2004-04-30
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAdvances in Social Work (JOURNAL)
Journal identifiersISSN: 1527-8565 • E-ISSN: 2331-4125
PublisherIUPUI University Library (PUBLISHER)
DOI10.18060/53
OpenAlexW2110711545
LanguageEN
Citations received5
References cited2

This study examines the effectiveness of admission criteria on graduate student performance in classroom and field instruction in a new MSW program. Graduate applicants' undergraduate GPA, GRE, and total weighted admission score consisting of four items were gathered. These were correlated with their classroom and field instruction performance. Findings reveal that GRE, undergraduate GPA, and total weighted admission scores are significantly correlated with their classroom performance. End of first year cumulative GPA and human service experience were identified as significant predictors of field performance. Implications of these findings for social work educators and graduate school programs are discussed

Graduate students · Mathematics education · Medical education · Political science · Mathematics · Medicine · Nursing education and management · Psychology · Social Work Education and Practice · Social Work

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