Effectiveness of Admission Criteria on Student Performance in Classroom and Field Instruction

M. Thomas, Roseanna McCleary, Patricia Henry

Abstract


This study examines the effectiveness of admission criteria on graduate
student performance in classroom and field instruction in a new MSW program.
Graduate applicants’ undergraduate GPA, GRE, and total weighted admission score
consisting of four items were gathered. These were correlated with their classroom
and field instruction performance. Findings reveal that GRE, undergraduate GPA,
and total weighted admission scores are significantly correlated with their classroom performance.
End of first year cumulative GPA and human service experience
were identified as significant predictors of field performance. Implications of these
findings for social work educators and graduate school programs are discussed.

Keywords


Admission criteria; classroom performance; field instruction performance

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