A recent NACAC report found that there's no significant difference in the graduation rates and academic performance of students who submit their standardized test scores to colleges and those who don't.
There were also significant differences in the time since graduation between specialties; 58.2% of family physicians graduated prior to 1990, compared with 38.6% of internal medicine specialists and 47.3% of infectious disease specialists.> -wrap-foot>> *Some categories are collapsed to avoid reporting cell sizes < =5.
In general, there were some differences in the year since graduation across models, and a higher percentage of foreign trained physicians in FFS practices.
Significant differences were also evident in the graduation rates of these young mothers 70% of the participant mothers graduated, 28% of the non-participant young mothers graduated.
22 Those with lower academic indexes are likely worse off on the other characteristics as well but since the estimated match effects vary only across the academic index, varying these other observed characteristics neither changes the ranking of the campuses nor does it change the differences in graduation probabilities across campuses conditional on the percentile of the academic index.
Thus, collaborative ties were less likely to be observed between physicians that exhibited larger differences in the time elapsed since graduation.
33 These results are consistent with Arcidiacono and Koedel (2014) who find that most of the black/white differences in college graduation rates stem from differences in student academic preparation.
Race ethnic differences in the decision to go to graduate school in science and engineering fields further contributed to the underrepresentation of URM groups, but not nearly to the same degree as differences in college graduation rates.
And a 2014 study by the National Association for College Admission Counseling found among colleges that don't require ACT or SAT scores, only "trivial" differences existed in the college graduation rates or cumulative grade-point average of students who do and don't send in their results.
What the cross-sectional comparisons cannot elucidate are the exact reasons for the differences in graduation rates, which could be due to financial pressures, motivational factors (lack of peer, family, or teacher encouragement), or deficiencies in academic preparation.
