WorldCat Identities

Prather, James E. 1946-

Works: 70 works in 88 publications in 1 language and 205 library holdings
Genres: Examinations  Use studies 
Roles: Author
Publication Timeline
Most widely held works by James E Prather
Management of program evaluation by Frank Kenneth Gibson( Book )

3 editions published in 1984 in English and held by 55 WorldCat member libraries worldwide

Trends in academic performance and aptitude of beginning freshmen by James E Prather( Book )

2 editions published in 1981 in English and held by 5 WorldCat member libraries worldwide

Trends in academic performance from 1961 to 1979 for entering freshmen at Georgia State University were examined. Verbal and mathematics scores of the Scholastic Aptitude Test (sat), high school average (hsa), and freshman grade point average (gpa) were analyzed. It was found that sat verbal and mathematics scores remained generally stable; over time the mean sat averages dropped one point a year. HSAs showed a very slight increase over time, and the mean freshman gpa increased slightly. Sat scores furnished only a slight indication of the progress of freshman students as measured by the amount of hours they took from fall to spring quarters. The association of student progress with hsa was greater than with sat scores, but it was still at a low level. The relationship of sat scores and HSAs to freshman mean GPAs suggests that HSAs more strongly affect male GPAs. Sat verbal scores appear to have a stronger impact on grades for females. Additionally, the sat verbal score was more critical for freshman performance at Georgia State University than at other large institutions in the University System of Georgia. Among the study implications are the following: the atypically high association between sat verbal scores and performance, independent of hsa, suggests special consideration of students with high sat verbal scores and low HSAs; the slow progress of many freshmen with lower grades in their first 25 hours of coursework may be countered in some cases by tutoring, counseling, and special advisement; and there is a need for multiple admissions criteria for transfer students. Appended are the following: enrollment trend data, the distribution of academic scores as illustrated by the graph method of box and whisker plots, and prediction equations for selected university system institutions. (Sw)
Results of a Survey of Pullen Library Users by James E Prather( Book )

2 editions published in 1981 in English and held by 5 WorldCat member libraries worldwide

This 1980 survey of 3,356 users of the Georgia State University library gathered data on user affiliation, library usage, frequency of usage, perceptions of library adequacy, usage by field of study, and user residential patterns. It was found that over half of the users are undergraduates, 29 percent are graduate students, and 14 percent are not affiliated with the university. University users are more likely to use the library for nonbook-related purposes, with undergraduates using the library heavily for studying. Faculty, staff, and alumni use the library for personal research. The report presents further findings, lists ten references, describes the methodology, reproduces the survey instrument, and summarizes selected verbatim comments. (Fm)
A Data Analysis of Student Academic Performance in the Master of Sciencein Urban Life Degree Program, 1969-1978 by James E Prather( Book )

2 editions published in 1979 in English and held by 4 WorldCat member libraries worldwide

Selected academic and personal characteristics of the Georgia State University Master of Science Degree graduate students in the College of Urban Life were examined. The sample of 759 students active during the period of 1969-78 were studied in terms of: demographic characteristics, undergraduate environment and performance, the environment at Georgia State University, and the students' academic performance in the master's program. It was found that each year's entering class has had an increased proportion of females, a slight downward trend in Graduate Record Examination (gre) scores, higher undergraduate grade point averages (gpa) as a group, and lower graduate GPAs in general. Performance in core curriculum courses indicated a strong, consistent positive relationship between gre scores and course final grades. An analysis of minority students' course grades and gre scores also indicated a positive relationship between grades and scores. Additionally, it appeared that students' aptitude level as measured by gre scores was often associated with their choice of course instructor. Graphical representations of the findings are included. (Sw)
The Influence of Academic Performance, Demographic Background, and Discipline on College Grades and Course Withdrawals by James E Prather( Book )

2 editions published in 1981 in English and held by 4 WorldCat member libraries worldwide

The performance of students who persisted or withdrew from courses was compared in a survey of all undergraduate students enrolled at Georgia State University during the spring 1981 quarter. Multivariate analysis was applied to three aspects of withdrawal and performance: course grades, the length of time withdrawing students stayed in the course, and characteristics of course persisters and dropouts. It was found that past grade point average (gpa), course contextual variables such as the overall ability of the class, and the discipline of the course were the most significant factors affecting withdrawal and academic performance. Students with higher GPAs withdrew less, made better grades, but also seemed to use withdrawal as a mechanism to maintain academic status. That is, many students used withdrawal to avoid making a grade less than one that they expected. Classes where students with high ability predominated had lower grades than classes with students of mixed ability. Disciplines such as finance, information systems, and mathematics generated more withdrawals. In general, these factors had a similar impact across lines of race and gender. (Author/SW)
Profile of library users, William Russell Pullen Library, Georgia State University by Janet E Kodras( Book )

2 editions published in 1978 in English and held by 4 WorldCat member libraries worldwide

An Environmental Analysis Issues and Trends for Planning and Assessment. Institutional Research Report No. 90-21 by Christina E Carlson( Book )

2 editions published in 1990 in English and held by 4 WorldCat member libraries worldwide

This report revises and updates environmental trends that affect present and future planning and assessment at Georgia State University (GSU). The purpose of this environmental analysis is to determine the major trends in the environment, the implications of these trends for higher education and for the institution, and significant opportunities and potential problems that may arise in the context of these trends and their implications. The major environmental areas that are identified and discussed are the school's macroenvironment (including demographic, cultural, technological, economic, and political forces), internal environment, market environment, public environment, and competitive environment. Information from national, regional, and state sources, as well as from reports issued as a part of the ongoing program of institutional research at GSU are used in the analysis. The report concludes that GSU is in an excellent position to successfully meet the potentially difficult problems facing higher education during the 1990s. Contains 15 references. (GLR)
System-wide language skills examination : a look at the underlying factors : paper presented to the Association for Institutional Research Annual Forum by James E Prather( Book )

2 editions published in 1976 in English and held by 4 WorldCat member libraries worldwide

In 1972, the board of regents of the university system of Georgia directed that a testing program be established to provide information on the status of student competence in the areas of reading and writing. In addition, the program was to provide a uniform means of identifying those students who fail to attain minimum levels of competence expected of graduates in these areas. This paper describes the instrument and the grading procedure; reviews the related literature; examines the relationship between student background characteristics, college variables, and performance on the examination; explores predictability of student performance; and presents the implications for higher education. A list of references and tables of findings are included. (JM)
Exploratory statistical analysis of the core exam for masters of science in the urban life degree program by James E Prather( Book )

2 editions published in 1980 in English and held by 4 WorldCat member libraries worldwide

The relationship between performance on a core exam and various academic and background indicators among Georgia State University Master of Science in Urban Life graduate students was studied. Performance on the core examination was studied during 1971-79 to determine: (1) the relationship between core exam performance and core course graduates; (2) whether core exam scores can indicate scholastic potential; (3) differences by race and sex on core exam scores; and (4) whether core exam outcomes can be accurately predicted and used to advise prospective examinees. The statistics core exam section was found to be the section with the highest failure rate and was also the best indicator of final score outcomes. The history core exam was the second best predictor of performance. Graduate Record Examination scores were generally the best predictor of core exam section scores, followed by grades in core courses. There was trend indicating that the longer one was in the program before taking the core exam, the lower the section and final scores. Over time, the section failure rates have been both widely divergent, and also convergent. It is concluded that the core exam reasonably reflects the scholastic abilities of the Master of Science in Urban Life graduate students. References are included, as are graphical representations of the findings. (Sw)
The relationship of major field of study with undergraduate course grades : a multivariate analysis controlling for academic and personal characteristics and longitudinal trends by James E Prather( Book )

3 editions published in 1976 in English and held by 4 WorldCat member libraries worldwide

This study of undergraduate grading practices at Georgia State University investigated differences in grading patterns by major fields of study, controlling for such antecedents as scholastic aptitude, demographic background, course type, and longitudinal trends. The principal finding of the study was that major field is strongly associated with the grades students receive in courses throughout the curriculum. This and previous grade studies support the proposition that the various parts of the curriculum have different grading standards. There has been a shift of course enrollments and majors away from the traditional curricula to the newer curricula. It is suggested that many students have been avoiding courses with traditionally stringent grading practices, creating a condition which might be called "degree inflation"; that is, more students are moving into degree programs which they find have grading standards reflecting their abilities and/or interests. Extensive data tables and statistical analyses are included. (Author/MSE)
Graduate students' grades for 55 major fields : a multivariate study by James E Prather( Book )

3 editions published in 1977 in English and held by 4 WorldCat member libraries worldwide

This study analyzed grades for 55 graduate major fields to determine whether or not there are differences in the grading patterns of the various fields. The study population consisted of 7,002 graduate students with 80,011 grades. The study period extended from fall 1970 through fall 1975. Across the range of graduate major fields of study, grades for quantitative and objective courses tended to be lower than grades in specialty disciplines. There was no systematic grade inflation or deflation within graduate majors during the study period; grades in only 12 major fields changed by more than a quarter of a letter. There was little variability in average graduate grades, since A's and B's are overwhelmingly assigned in graduate courses. The measured background and antecedent characteristics for students in these major fields were weakly associated with course grades. The study provides evidence to support the hypothesis that grading in higher education has been changing due to the addition of new programs of study to the curriculum and a shift of enrollments away from the traditional curriculum. (Author/MSE)
Academic calendar systems : a cross-institutional analysis by Carol A Hand( Book )

1 edition published in 1983 in English and held by 3 WorldCat member libraries worldwide

The calendar systems used at 3,387 colleges and universities in 1982 were identified. Comparisons to the systems used in 1978 and 1981 also were made. It was found that the predominant calendar type in use has been and continues to be the semester. From 1978 to 1981, there was a 2 percent increase in the use of the semester system nationwide, with increases in areas of the Mideast, Southeast, the Great Lakes, and the Plains. The types of calendars used in 1982 and the percentage of colleges using each type were as follows: semester (57 percent), quarter system (23 percent), trimester (4 percent), 4-1-4 system (8 percent), and other (8 percent). Institutions with a semester system tended to have liberal arts, teacher preparation, or professional programs, as well as stricter admission requirements. Colleges and universities that were single sex, with larger enrollments, or in large population areas, also tended to have a semester system. Private colleges were more likely to use the trimester, 4-1-4, or other systems. Appendices include a position paper on the early semester system, a list of urban universities, and information on a multiple discriminant analysis of the academic calendar system by selected institutional characteristics. (SW)
When Four-Year and Community Colleges Collide : Studies in Planning for Enrollment Maximization by James E Prather( Book )

1 edition published in 1993 in English and held by 3 WorldCat member libraries worldwide

In an era of tight budgets and declining enrollments, two-year colleges are increasingly viewed as feeder schools by larger, four-year colleges and universities, and are themselves exploring the costs and benefits of cooperative arrangements. Research has isolated five general types of cooperative arrangements between two- and four-year institutions. In Type 1 (Articulation and Coordination) agreements, academic programs and services are coordinated between institutions and course contents are roughly comparable, but institutions retain separate administrative processes. The second type of arrangement (on-site upper division course offerings) occurs when four-year colleges offer upper-division courses on the community college campus. This type of arrangement often represents a testing ground for closer, more permanent cooperation. In Type 3 (on-site degree programs) cooperative arrangements, two-year colleges construct buildings on their campuses expressly to house degree programs offered by four-year institutions, while type 4 arrangements (satellite campus) occur when a satellite campus of the four-year institution is established on a two-year campus. Finally, under the fifth type of cooperative arrangement (satellite university/university college) a four-year institution and one or more two-year colleges participate in a consortium agreement, necessitating uniform application and financial aid processes. In developing a cooperative arrangement, institutional research can play a crucial role by providing support for administrative decisions, data collection/assessment services, and general information. Includes an examination of the changing demographics affecting college attendance patterns, a review of the literature on cooperative arrangements, and a list of 18 partnership projects involving 50 two-and four-year institutions nationwide. (PAA)
The Predictive Validity of Scholastic Aptitude Test Scores for Minority College Students by Carol A Hand( Book )

3 editions published in 1985 in English and held by 3 WorldCat member libraries worldwide

This paper investigated the predictive validity of the Scholastic Aptitude Test (sat) for members of different gender and minority status groups. The following data were obtainted on 45,067 undergraduates enrolled in 31 different institutions in a state college system: sat Verbal (sat-v) and sat Mathematics (sat-m) scores; high school average (hsa); cumulative credit hours carried and cumulative credit hours earned; and cumulative grade point average. Regression equations of gpa with sat scores, hsa, and indicators of college experience were calculated by institution for all students and for black females, black males, white females, and white males. The regression coeffecients for sat-v, sat-m, hsa, the constant term, the standard error of estimate, and the adjusted r squared were graphically presented. Findings provided some support for the supposition that GPA's are less predictable for black males - largely due to the lower weights of hsa and sat-v in predicting gpa for black males as compared with weights for white females, and for the other groups to a lesser extent. There was no clear pattern effect for type of institution attended. While both gender and minority status differences in sat score validity were apparent, the difference in sat-v weights between white females and males was greater than the difference between white and black males. (Bs)
Factors influencing student performance on a language skills examination : the regents' test by James E Prather( Book )

1 edition published in 1975 in English and held by 3 WorldCat member libraries worldwide

Factors That Influence Transfer Activity A Cross-Institutional Study by Carol A Hand( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

The kinds of students that transferred into or out of 30 postsecondary institutions, including universities, senior colleges, junior colleges, and community colleges, were studied. Several types of institutions were assessed: residential, commuter, traditionally black, and special focus (military, medical, technical, and agricultural). Also considered were the performance of transfer students. The study population consisted of over 63,000 transfer students who were attending a state college system in 1983. Students who transferred within the system itself were the primary focus. Comparisons were made by level of institution and were broken down by gender and minority status. The numbers of students transferring and their performance before and after transfer were also assessed by type of institution. It was found that when students transfer, typically their grade point average (GPA) increases, with the exception of students transferring to universities. Some institutions were sending a large number of students experiencing difficulties at that institution (typically at the universities) to other institutions where the students experienced an increase in GPA. (SW)
Enrollment forecasting at Georgia State University : one perspective by James E Prather( Book )

1 edition published in 1975 in English and held by 2 WorldCat member libraries worldwide

A Comparative Study of College Participation Rates by James E Prather( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

A reliable and valid technique for measuring college participation rates is proposed, based on national data. The objective is to determine if factors other than state demographic factors systematically influence college attendance by state. Multiple regression equations are used to predict enrollments by using demographic variables such as population by gender, race, and income. The difference between the expected enrollment and actual (residual) is mapped for the 50 states. Using Higher Education General Information Survey data, enrollments are evaluated for females, males, first-time freshmen, full- and part-time students, and for private and public institutions. Major findings are as follows: states with more students in public institutions than predicted tended to be states with lower than predicted enrollment in private institutions, and vice-versa; higher than predicted states in one category of enrollment tend to be higher in other categories except for public versus private, while lower states tend to be lower on other categories also; part-time enrollment is the most variable in actual enrollments and in residuals; states with lower enrollments than predicted tend to border states with higher than predicted enrollment; and the Plains states tend to be lower than predicted on several categories. (Sw)
Evaluations by Students in Mathematics Courses of the Effectiveness of Teaching by James E Prather( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

The extent to which students' ratings of teacher performance in mathematics courses are reliable, valid, and unbiased was investigated. Data on 746 courses by 52 faculty members over a 4-year period were used in a multiple regression analysis. It was found that students gave higher evaluations to faculty members when the students had previously taken a course with the faculty member. This evidence suggests that the measure of students'"repeating" with faculty members can be a valid indicator of teaching effectiveness. However, student ratings and the repeat measure are subject to the same biases. Teacher personality, student motivation, and orientation could affect the repeat measure in a manner similar to their effect on student ratings of teacher effectiveness. The variables having a moderately strong, positive association with students' ratings include: average number of repeats, percent of lecture courses taught, average grades in the course, number of previous courses taken, percent of lower level courses taught, total average grade point average (gpa) and percent of reading and research tutorials taught. Negative factors are: average gpa of students in the course, percent of students withdrawing, attendance rate of students, number of courses taught, class size, and percent of courses taught at upper level. (Sw)
Retention of Non-Traditional Students by James E Prather( Book )

1 edition published in 1986 in English and held by 2 WorldCat member libraries worldwide

Indicators of persistence of nontraditional students at a large commuter state university were studied, and the literature on persistence was reviewed. The literature review covered student variables affecting retention rates, ethnic status and retention, institutional variables affecting persistence, and theoretical models that explain persistence. Full- and part-time students at the commuter university were tracked from fall 1982 through the beginning of the fall 1986 term. Information was gathered on fall 1982 grade point average (gpa) and cumulative gpa in 1986. For students who entered as freshmen, high school gpa and Scholastic Aptitude Test scores were obtained. Transfer gpa and credit hours were obtained for transfer students. Persistence was defined as either obtaining a degree or being registered for the fall 1986 term. The analysis was done by class level, including remedial, freshman, sophomore, junior, and senior levels. Multiple discriminant analysis included the variables of gender and minority status. It was found that academic integration as measured by gpa was by far the best indicator of persistence. This finding was consistent with previous research on nontraditional students. However, retention patterns were somewhat affected by gender and minority status. Five data tables and a two-page list of references conclude the document. (Sw)
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