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• W224990933 abstract "ABSTRACT Supply and demand studies of principal candidates show that the quality of the candidates in an ever-shrinking applicant pool is questionable. Nationwide, estimates reveal the numbers of qualified applicants are only half what they were ten years ago. This trend alludes to an impending crisis. But, there is another group of candidates to consider. Evidence for admitting at-risk students, i.e., those who did not achieve academically in college, into graduate school is lacking. Is it worth the time, expenditure, and resources of an institution to approve this group for graduate study? The researchers investigated the graduation rates of at-risk students who were given the opportunity to pursue a graduate program in educational administration that would lead to principal licensure. Researchers found that 76.2% of those students graduated. The most significant predictor of degree completion was the variable in which undergraduate grade point average was multiplied by the GRE Verbal score. Supply and demand studies of principal candidates provide two salient facts: there are small numbers of candidates in the applicant pool, and the quality of the candidates is questionable (Educational Research Service, 1998). Nationwide, the pool of candidates for qualified principals (K to 12) is shrinking, and some estimates are the pool is only half of what it was ten years ago. It is common for a school district to have fewer than five qualified applicants for a principal's position, compared to fifty or more competent applicants for a social studies teaching position (National Association Elementary School Principals and National Association of Secondary School Principals, 1998; McAdams, 1998). The shortage is even more acute with large numbers of principals qualifying for retirement. Candidates who are currently in principal preparation programs will not meet the demand; additional candidates need to be recruited. The necessity of increasing the number of students admitted into principal preparation programs to offset the anticipated shortfall of school leaders may conflict with efforts to raise standards. To be sure, students who accumulated poor undergraduate grades in college are at a disadvantage in securing entry to post-baccalaureate study. Personal factors, maturation and life-changing events, however, sometimes motivate students to become more academically focused and to succeed in graduate school and in leadership positions. Individuals involved in the admissions process need to be screened carefully, but such screening should allow for the distinct possibility that personal growth can change patterns of previous behavior. In addition to past undergraduate performance, then, what factors do admissions committees need to use to determine which students warrant the opportunity to obtain the knowledge and skills that culminate in the principalship? Admission practices and the success rate of students who enrolled in courses leading to the Masters degree in educational administration were examined in this study. The problem investigated by researchers had three parts: 1) What constitutes graduate program success? 2) What are the variables or criteria and in what combinations should they be used to predict program success? And, using information from these two, 3) Which students with poor undergraduate grades (hereafter referred to as at-risk) should be admitted into graduate programs in educational administration? BACKGROUND OF THE STUDY PERSPECTIVES AND THEORETICAL FRAMEWORK Researchers have asserted that graduate school success is not well defined and varies across institutions, academic disciplines and programs of study. Previous studies have used first-year graduate grade point average (GGPA), overall GGPA, and graduated versus not graduated criteria in defining success (Enright & Gitomer, 1989; Hirschberg & Itkin, 1978; Morrison & Morrison, 1995). Although completion of the degree has generally been regarded as the single most important criterion of success (Case & Richardson, 1990; Goldberg & Alliger, 1992; Hartnett & Willingham, 1980; Holmes & Beishline, 1996; Isaac, 1993; Pauley, Cunningham, & Toth, 1999), recently, Hagedorn and Nora (1996) emphasized the need for alternative definitions of success-ones based on the premise that the purpose of graduate education is to . …" @default.
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• W224990933 date "2001-07-01" @default.
• W224990933 modified "2023-09-23" @default.
• W224990933 title "Admitting At-Risk Students into a Principal Preparation Program: Predicting Success" @default.
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