JSM 2005 Online Program

Abstract #303702

This is the preliminary program for the 2005 Joint Statistical Meetings in Minneapolis, Minnesota. Currently included in this program is the "technical" program, schedule of invited, topic contributed, regular contributed and poster sessions; Continuing Education courses (August 7-10, 2005); and Committee and Business Meetings. This on-line program will be updated frequently to reflect the most current revisions.

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Activity Number:	511
Type:	Topic Contributed
Date/Time:	Thursday, August 11, 2005 : 10:30 AM to 12:20 PM
Sponsor:	Social Statistics Section
Abstract - #303702
Title:	The Pattern of Opportunity, Racial Fairness, and the Allocation of Educational Opportunity to Post-secondary Institutions
Author(s):	Steve Culpepper*+
Companies:	University of Minnesota
Address:	1530 Thomas Lake Pointe Apt 216, Eagan, MN, 55122, United States
Keywords:	Regression ; Selection ; Methodology ; Fairness ; Admissions
Abstract:	The purpose of this study is to examine the issue of fairly weighting college application information for students of different ethnicities. The variables of interest include first-year college GPA, high school percentile rank, high school GPA, standardized test scores (SAT Math and SAT Verbal), advanced high school course profile, intermediate high school course profile, and amount of high school course work. This study extends from previous research (Culpepper, Davenport, Davison 2004) on the importance of correctly weighting precollegiate predictors of academic success with a criterion profile methodology (Davison and Davenport 2002) to parse the relationship into two components: level, an equally weighted composite of predictors, and structure, an index that measures the relative benefit of employing a differentially weighted linearly composite. The question of fairness in correctly weighting application information will be addressed by examining whether there is a statistically significant structural relationship between the aforementioned precollegiate indicators of academic achievement and college GPA within and across racial subgroups.

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