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Abstract
While research has shown the statistical significance of high school grade point averages (HSGPAs) in predicting future academic outcomes, the systems with which HSGPAs are calculated vary drastically across schools. Some schools employ unweighted grades that carry the same point value regardless of the course in which they are earned; other schools use weighting systems that assign greater value to grades earned in honors courses. Due to these inconsistencies, comparison of HSGPAs from different schools is difficult or impossible. We coded 710 transcripts from undergraduate students involved in the Joint Admissions Medical Program in Texas. All grades were standardized on an unweighted 4.0 scale in order to compare the effectiveness of weighted and unweighted HSGPAs. Using multiple regression and multiple logistic regression models, we were able to determine the predictive power of HSGPAs on four outcomes: college grade point average (CGPA), Medical College Admissions Test (MCAT) scores, the likelihood of students taking the MCAT, and the likelihood of students graduating from medical school. Our results demonstrated that unweighted HSGPAs were better predictors of CGPA, but that neither type of HSGPA was a useful predictor for the other outcomes. We recommend discontinuation of the use of weighted HSGPAs in assessing the likelihood of student success in higher education.
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Author Biographies
Dr. Russell T. Warne has been an Assistant Professor of Psychology at Utah Valley University since 2011. He earned his doctoral degree in educational psychology from Texas A&M University and is interested in giftedness, advanced academics, and standardized testing. He attended a high school that used unweighted GPAs.
Chanel Nagaishi is currently finishing her last year in her Master of Social Work program at Brigham Young University. After she graduates she hopes to practice as a clinical social worker with children and youth.
Michael K. Slade is a senior at Utah Valley Univeristy. He hopes to attend a PhD program in clinical psychology with a specialty in child psychotherapy. He has conducted a meta-analysis on the effectiveness of cognitive-behavioral therapy and play therapy in child victims of abuse.
Paul Hermesmeyer is the Assistant Director of the Joint Admission Medical Program. He received his B.S. and M.S. from Tarleton State University. After completion of his degrees he has worked in higher education for more than 30 years in Student Services, College Admissions, Scholarship, and Program Development.
Dr. Kim Peck is the Associate Dean for Admissions and Diversity at Texas Tech University Health Sciences Center School of Medicine. She is also an Associate Professor in the Departments of Medical Education and Family and Community Medicine where she provides patient care as well as teaching both resident physicians and medical dtudents.
