Exploring Standardized Testing and Access in a Community College Radiography Program
DOI:
https://doi.org/10.33423/jhetp.v24i12.7466Keywords:
higher education, radiography program admissions, TEAS test scores, logistic regression analysis, program access and equityAbstract
Increasing demand for radiography professionals, declining participation and completion rates of programs indicated the need to explore program admission processes to increase access. We examined demographics, TEAS test scores, completion rates, and pass rates of students, relationship between student demographics and TEAS test scores, relationship between TEAS test scores and student success as measured by completion when controlling for demographics, relationship between TEAS test scores and success of students as measured by the registry pass rate documentation when controlling for demographics, and explore differences in race, gender, and socioeconomic when TEAS scores were used in admissions and the group when TEAS scores were not used. Using logistic regression, data from the radiography program cohorts of 2013–2019 were examined finding no significant associations with demographic characteristics and student success outcome variables. Results indicated that the TEAS score was the only significant predictor of program completion for the pre-2019 cohorts, however lacked significance for the 2019 cohort. Findings suggest that weighted GPA is a better predictor of success than TEAS scores.
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