Ethnic-based score differences and differential prediction of various cognitive and noncognitive admissions instruments in higher education

Abstract

Selective admissions in higher education based on preuniversity grade point average (pu-GPA) can disadvantage ethnic minority students' admission chances. In this study, assessments of motivation and a curriculum-sample test (CST) were compared with pu-GPA by evaluating their effectiveness in mitigating ethnic-based score differences while maintaining predictive validity over course grades. Data obtained from students (N = 306) in a high-stakes admissions context were used. The motivation assessments and CST revealed no ethnic-based score differences. Pu-GPA and the CST were found to be positive predictors of the achievement of ethnic majority and ethnic minority students. The motivation assessments were poorly related to achievement. We conclude that CSTs show promise as a method for reducing ethnic-based score differences in admissions procedures while maintaining predictive validity.