WorldCat Identities

De Wolf, Virginia A.

Overview
Works: 22 works in 44 publications in 1 language and 2,402 library holdings
Genres: Bibliography 
Roles: Editor, Author, Other
Classifications: JC596.2.U5, 323.448
Publication Timeline
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Most widely held works by Virginia A De Wolf
Private lives and public policies : confidentiality and accessibility of government statistics by Panel on Confidentiality and Data Access (U.S.)( )

18 editions published between 1993 and 1999 in English and held by 2,358 WorldCat member libraries worldwide

Annotation
Student ratings of instruction in postsecondary institutions : a comprehensive annotated bibliography of research reported since 1968 by Virginia A. de Wolf( Book )

2 editions published in 1975 in English and held by 6 WorldCat member libraries worldwide

High School Mathematics Preparation and Sex Differences in QuantitativeAbilities by Virginia A De Wolf( Book )

1 edition published in 1977 in English and held by 2 WorldCat member libraries worldwide

A sample of 2,093 students was randomly selected from all Washington State high school juniors taking a pre-college test battery in 1973. For the entire sample "t" tests indicated males took significantly more mathematics and scored higher than females on quantitative, spatial, and mechanical tests, while females had significantly higher mathematics grades. However, after controlling for type of mathematics coursework taken, sex differences disappeared on two of the four quantitative tests and on spatial ability. (Author)
The 1975 College of Arts and Sciences Survey of Graduating Seniors by Virginia A De Wolf( Book )

1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide

Results of the spring quarter 1975 Survey of Graduating Seniors conducted for the University of Washington's College of Arts and Sciences are presented. Respondents were categorized by undergraduate major, and the survey results were analyzed within these categories and compared with the previous year's survey results. In general, the two surveys yielded similar results. The survey included questions on recent educational history, choice of major, satisfaction with major, areas for improvement in the departments, department ratings on bipolar scales, rating of instruction within and outside majors, activity following graduation, field experience, chosen careers, and personal and vocational impact of the university experience. Data are presented in narrated tabular and graphic form. Some simple statistical analyses are made. (Mse)
The Non-Continuing Student: A Study of the Causes and EducationalImplications of Interrupting Collegiate Studies at the University ofWashington. Eac Reports 79-5 by Virginia A De Wolf( Book )

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

A sample of students were surveyed who were enrolled at the University of Washington during the autumn quarter of 1977 but did not continue at the university the following quarter. Survey items included: reasons for not continuing, occupational status as of spring 1978, effect of not continuing on present occupation and plans for the future, expectation of returning to the university in the future to take additional coursework, and primary reason for selecting the university. Respondents were grouped according to their first-mentioned reason for not continuing: graduated, financial, on leave, family/health problems, transferring to another University of Washington program or another university, dissatisfied with the university, job/career related, wanted "time off," and other. Responses to the remaining survey items are analyzed for each of the nine category groups. (Author/SW)
A Validation Study of the Prediction Equation Used in DeterminingFreshman Admissions to the University of Washington During the 1978-1979Academic Year by Virginia A De Wolf( Book )

1 edition published in 1978 in English and held by 2 WorldCat member libraries worldwide

The predictive validity of the equation used for determining entrance into the University of Washington's freshman class during the 1978-79 academic year is examined. The sample was comprised of all freshmen entering the university directly from high school in autumn quarter 1974 who had been tested through the Washington Pre-College Test Battery in partial fulfillment of the entrance requirement. Five admission indices were computed based solely on data for each of the five following groups: arts and sciences, business administration, engineering, nursing, and total. For each group, the correlation of the cumulative undergraduate grade point average as of summer quarter 1977 with each of three admissions indices was computed and compared. An earlier admissions index used in academic years 1974-75 to 1977-78 was one of the indices. Data on other academic variables as of summer 1977, including the number of quarters attended and number of credits earned, are also presented. (Author/SW)
Predictability of First-Year University of Washington Performance for Foreign Undergraduates Entering Autumn 1978 by Virginia A De Wolf( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

Presented are background and academic performance data for one cohort of foreign undergraduates who entered the University of Washington (uw) as new students, those 336 entrants in fall 1978. Initially, the total group was subdivided on the basis of whether English was the "mother tongue" of the student's home country (26 percent came from English-speaking countries). The English- and non-English-speaking language groups were then compared and contrasted on selected pre-entry variables (such as, proportions from high school, two-year colleges, and four-year colleges). Next, employing five of these background variables as the breakout variable, first-year uw performance was profiled by comparing actual and predicted mean GPAs for levels within each breakout. Three highlights emerged. First, as would be expected, pre-college verbal performance was associated with first-year uw gpa for both language groups. In addition, for most comparisons the English-speaking group generally achieved higher mean GPAs than the corresponding non-English-speaking group. Second, regardless of language group, students who entered the University directly from a school outside the United States achieved mean first-year GPAs which were substantially higher than predicted. Lastly, when residence category was considered as the breakout, one "superior" group (f-1 visa students from English-speaking countries) and one "low" performing group appeared (nonimmigrants with other than an f-1 visa, all of whom were in the non-English-speaking language group). (Author)
Time to Advanced Degree: A Profile of Recent Advanced Degree Recipients by Virginia A De Wolf( Book )

2 editions published in 1977 in English and held by 2 WorldCat member libraries worldwide

All students receiving master's degrees, doctoral candidacy status, and doctorates at the University of Washington between fall 1974 and the summer quarter 1975 were studied. Data are reported for male, female, and total groups on source of bachelor's degree, age at entry, number of years since receipt of the most recent degree, credits earned, gpa, quarters in attendance, and number of thesis or dissertation credits. For matemaster's recipients whose most recent degree was a bachelor's, over three quarters received degrees within two years. For doctoral candidates and doctorates, type of preceding degree influenced the length of time taken to complete the higher degree. Those having degrees higher than a bachelor's took a full year less than those whose most recent degree was a bachelor'S. The higher the degree level, the smaller the proportion of women graduates. (Author)
The effect of helmet law repeal on motorcycle fatalities by Virginia A De Wolf( Book )

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

Non-Intellective Descriptors and Predictors of Undergraduate Success A Brief Review of the Recent Literature. Project No. 282 by Virginia A De Wolf( Book )

2 editions published in 1974 in English and held by 2 WorldCat member libraries worldwide

This paper zeroes in on a subset of descriptors and predictors of undergraduate success, namely those which are neither cognitive measures (such as, high school grade point averages or aptitude test scores) nor personality test variables. The descriptors and predictors considered are broadly classed as: high school related; family and peer related; and student related. Articles published since 1966 are reported for each descriptor or predictor and typified according to whether the results reported were "meaningful" or "not meaningful." The lack of uniformity in definition of descriptors and predictors, the variety of undergraduate success criteria, the diversity of statistical techniques employed, and the wide-range of sampling approaches used, all pose hazards in drawing conclusions. (Author)
Student Ratings of Instruction in Postsecondary Institutions A Comprehensive Annotated Bibliography of Research Reported since 1968. Volume 1. Educational Assessment Center Project 264 by Virginia A de Wolf( Book )

1 edition published in 1974 in English and held by 2 WorldCat member libraries worldwide

This 220-item bibliography is the first in a series of reports summarizing research in the evaluation of instruction by students in postsecondary institutions. Articles published since January 1968 and collected by this author before May 1974 furnish the contents. Only research on student ratings of instruction in a postsecondary setting and correlates of such student ratings are included--no pure theory or discussions of possible models for the student ratings of instruction nor research on just administrator's or faculty's ratings of instruction are included. And only research resulting from actual instructional situations are deemed acceptable--results from experimental research settings are not. No quality judgments are made on any of these research findings. The various appendixes with their specific topic headings include: research related to the development, construction and validation of the student rating forms; institutions rated in the articles; specific rating forms employed in the research; student ratings of institution correlated with faculty characteristics and attributes; student ratings of instruction related to similarities between professor/course and student; ideal ratings of instruction and relationships between real and ideal; documentation of changes provoked by the use of student ratings of instruction; and student ratings of instruction correlated with certain characteristics of the course itself. (Author/PG)
Factors Related to Postgraduate Educational Aspirations of Women CollegeGraduates by Virginia A De Wolf( Book )

1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide

This study compared 105 women university baccalaureates intending graduate study the year following graduation with women graduates matched by age and major who did not intend such study. Aspirers had significantly higher GPAs than non-aspirers, were more satisfied with their undergraduate major, had more often selected their major as preparation for graduate study, and were more decided upon their intended occupations. It was concluded that career education efforts be strengthened for pre-major freshmen and high school women to assist them in exploring career alternatives, potential college majors, and the vocational ramifications of selecting a major. (Author)
First-Year University of Washington Performance of Transfers from OtherWashington State Post-Secondary Institutions. Report 79-11 by Virginia A De Wolf( Book )

1 edition published in 1979 in English and held by 2 WorldCat member libraries worldwide

Data on the academic performance of Washington State community college (cc) and four-year college transfers entering the University of Washington (uw) autumn quarters, 1973 to 1976, were studied. Students having attended more than one collegiate institution were eliminated, leaving samples of approximately 1,000 transfers for each quarter. Overall, the most consistent finding was the superior academic performance of the four-year transfers who had higher mean transfer and mean first-year uw grade point averages (GPAs) than cc transfers. In addition, when grouped according to number of transfer credits, those entering with greater than or equal to 75 credits achieved higher mean transfer and mean first-year uw GPAs than those having fewer than 75 credits. Data are also provided for comparable groups of uw "natives." (Author/MSE)
A Comparison of UW Performances of Community College Associate of Arts Degree Holders and Non-Degree Holders A Preliminary Analysis. EAC Reports, Report #19 by Virginia A de Wolf( Book )

1 edition published in 1978 in English and held by 2 WorldCat member libraries worldwide

In 1978, a study was conducted of the community college students who, after attending one of seven participating colleges, entered the University of Washington in Fall 1973 and were still in attendance in Spring 1974. For these 479 transfer students the following data were collected: community college entrance status (had an associate degree or its equivalent, did not have an associate degree but had earned more than 75 academic transfer credits, or did not have an associate degree and had earned less than 75 academic credits), transfer credits earned, transfer academic grade point average (GPA), University of Washington GPA as of Spring 1974, cumulative University of Washington GPA as of Fall l977, and undergraduate status in 1977 (had received a bachelor's degree, was still in school, or had withdrawn). Parallel data were collected for 100 native University of Washington students. With respect to rate of graduation, the students with an Associate of Arts (AA) degree had an advantage over transfer students who did not have the degree, although the native students had the highest graduation rate. However, with regard to cumulative University GPA, the receipt of the AA did not seem to have a strong impact. The regression results for the seven community colleges and the University indicated that the probability of obtaining at least a 2.00 GPA differed significantly according to sending institution. (AYC)
Early Career Experiences of Uw Doctorates as a Function of Degree Field and Gender. Eac Reports by Virginia A De Wolf( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

Early career experiences of a sample of 233 University of Washington doctorates were studied. Doctorates were initially grouped into seven degree areas (physical science, biological science, social science, humanities, education, engineering, and other). As hypothesized, significant differences were found between the genders in their distribution across the degree fields. However, after statistically controlling for the interaction of gender and degree field, the latter rather than the former was the variable that most often differentiated this group of doctorates. That is, the degree fields differed significantly on research orientation, satisfaction with their doctoral program, likelihood of re-entering the same program today, proportion with a master's degree, amount of professional work experience prior to obtaining their doctorate, and professional identification as assessed by number of memberships in professional organizations. Only for one survey item did male and female doctorates differ significantly regardless of degree field: females were more likely to have experienced difficulty in obtaining a doctoral-level position in their area after receiving their doctorate. The genders within a degree area, however, did not differ significantly in type of position eventually held. References are included. (Sw)
The 1974 College of Arts and Sciences Survey of Graduating Seniors by Virginia A De Wolf( Book )

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

The 1974 Survey of Graduating Seniors in the College of Arts and Sciences at the University of Washington is analyzed. Respondents were placed in one of five degree groups (arts, social science, natural science, humanities, and miscellaneous) based upon their major. Differences were noted between male and female graduates in the five degree groups in background characteristics, perceptions of departments, plans following graduation, and occupational expectations. An overview of the university's educational impact is also presented. (Author)
Ceeb Advanced Placement Mathematics Examination Results and Performancein First-Quarter Uw Calculus Course by Virginia A De Wolf( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

Freshmen placed into the second or third quarter of the first year calculus sequence at the University of Washington were studied. Two major findings were: freshmen eligible for advanced placement earned mean mathematics Grade Point Averages (GPAs) which were quite high; and advanced placement students earned mean mathematics GPAs substantially higher than the corresponding "average" total group in all mathematics courses. The most superior performance in terms of mean mathematics gpa were those students eligible for advanced placement in the third course in the sequence. Data proved sparse for certain College Entrance Examination Board (ceeb) score subgroups, but information about the Autumn Quarter 1977-79 freshmen calculus students is provided. (Mp)
Washington Pre-College Test Norms and Admission's Index Data forUniversity of Washington Freshmen Entering Autumn 1974 by Virginia A De Wolf( Book )

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

The present report is one in a series which profiles the University of Washington (uw) entering freshman class in terms of performance on the several tests making up the Washington Pre-College Testing Program's battery. As in earlier years, percentile charts for male and female entrants as well as for the total tested group, comprising 79 percent of all uw freshmen are included for the use of academic advisors and counselors. The group studied is the first one admitted to uw under new admissions standards requiring the use of an academic aptitude test in determining admissibility. The distribution of the Admission Index (ai) values used in making admissions decisions is reported and the impact of the test requirement on tested aptitude of entrants discussed. It is tentatively concluded that use of the ai and preferential admission of high aptitude students has led to a relative increase in the tested aptitude of the freshmen class. (Author/BJG)
Computing the University of Washington Freshman Admission's Index Usingthe Scholastic Aptitude Test or American College Test by Virginia A De Wolf( Book )

1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide

The development of the University of Washington freshman Admission Index (ai) is reviewed. The ai is a weighted linear combination of a student's overall high school grade point average and test scores from a standard college entrance examination of the verbal-quantitative type. The existing equation for computation of the ai using the Washington Pre-College Test is given. New equations are presented for deriving the ai from scholastic Aptitude Test or American College Test scores. (Author/RC)
Mean Cumulative Grade Point Average by Class, Sex, and Quarter for the Academic Years of 1971-1972 to 1975-1976 at the University of Washington by Virginia A De Wolf( Book )

2 editions published in 1977 in English and held by 2 WorldCat member libraries worldwide

This is one in a series of technical reports presenting summary statistics derived from the University of Washington registrar's office quarterly scholarship lists. Two types of tables are included: first, for each class, the mean cumulative grade-point average, standard deviation, and number of students enrolled in autum, winter, and spring quarters for the academic years of 1971-1972 and 1975-1976 are given; classes are categorized as male, female, and total groups; second, for each class separately, the percentage of male, female, and total students having had a cumulative grade-point average below certain standards are included for autumn, winter, and spring quarters of the 1975-1976 academic year. (Author/MSE)
 
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Private lives and public policies : confidentiality and accessibility of government statistics
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Alternative Names
Wolf, Virginia A. de

Languages
English (42)