John Hoffman will be a featured speaker at a one-day conference, "Exploring and Evaluating Spiritual Development in Students." The conference, sponsored by the Center for Educational Leadership, Innovation, and Policy at San Diego State University, will be held on March 16, 2007. Click here to view the conference brochure.
John presented Implementing a Comprehensive Assessment Program: Can I Get One Hour a Month? with Shauna Young on June 18, 2006 at the International Assessment and Retention Conference held in Phoenix, Arizona. Shauna is involved in NASPA Region VI's Assessment, Evaluation, and Research Knowledge Community as the sub-chair for Southern California.
John presented Christian Students on Campus: Privileged or Oppressed? Stereotyped or Misunderstood? at NASPA's Multicultural Institute held December 8-10 in Las Vegas, NV. more...
John Hoffman and Marla Franco presented Assessment in Student Affairs at the Western Regional Careers in Student Affairs Day held at California State University, Long Beach on October 21, 2005. Click here to see the handout.
John Hoffman and Katie Lowitzki had their research article, "Predicting College Success with High School Grades and Test Scores: Limitations for Minority Students," published in the most recent issue of The Review of Higher Education more...
John along with his brother, Louis, and several colleagues, presented two papers in April at the International Convention of the Christian Association of Psychological Studies (CAPS), held in Dallas, TX: Cultural Diversity and the God Image (read the paper) and Modern and Postermodern Ways of Knowing (read the paper).
John Hoffman, along with his wife, Joy, and colleague Andre Coleman, presented "Surprise and Sense-Making: Using Assessment to Improve Student of Color Retention" in March at the 2005 NASPA Conference in Tampa, FL more...
Growth, The Journal of the Association of Christians in Student Development, will publish the results of recent research by John in which he developed a typology of student involvement at a Christian University more...
Predicting College Success with High School Grades and Test Scores: Limitations for Minority Students
Abstract
Using a sample of 522 students at a Lutheran university in the Southwestern United States, Ms. Katie Lowitzki and I examined differences in the predictive strength of high school grades and standardized test scores for student involvement, academic achievement, retention, and satisfaction. Findings indicated that high school grades were stronger predictors of success, while standardized test scores were weaker predictors of success for both racial and religious minority students. Implications for affirmative action practice and the use of standardized test scores in comprehensive review admissions decisions are discussed.
Hoffman, J. L., & Lowitzki, K. E. (2005). Predicting college success with high school grades and test scores: Limitations for minority students. The Review of Higher Education, 28 (4), 455-474.
Journal Information
As noted on its website, "The Association for the Study of Higher Education (ASHE) promotes collaboration among its members and others engaged in the study of higher education through research, conferences, and publications, including its highly regarded journal, The Review of Higher Education. ASHE values rigorous scholarly approaches to the study of higher education and practical applications of systemic inquiry." Additional information regarding ASHE and The Review of Higher Education is available at www.ashe.ws.