The ACE Psychological Examination and high school standing as predictors of college success.

1952 ◽  
Vol 36 (4) ◽  
pp. 261-265 ◽  
Author(s):  
Norman Frederiksen ◽  
W. B. Schrader
Keyword(s):  
High School ◽  
College Success ◽  
Psychological Examination

Predicting academic success for students of color within STEM majors

2016 ◽  
Vol 10 (2) ◽  
pp. 124-134 ◽  
Author(s):  
John Gipson
Keyword(s):  
High School ◽  
Students Of Color ◽  
Test Scores ◽  
College Success ◽  
Standardized Test ◽  
Cumulative Effect ◽  
Standardized Test Scores ◽  
Content Type ◽  
College Gpa ◽  
High School Gpa

Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

The Quick Test as a Predictive Instrument for College Success

1977 ◽  
Vol 41 (3) ◽  
pp. 759-762 ◽  
Author(s):  
Joseph C. Pentecoste ◽  
William F. Lowe
Keyword(s):  
High School ◽  
Test Scores ◽  
College Success ◽  
Aptitude Test ◽  
Grade Point ◽  
First Semester ◽  
Quick Test ◽  
Midwestern University ◽  
Predictive Instrument ◽  
High School Rank

Three forms of the QT (1, 2, and 3) were administered to a randomly selected sample of 42 black entering freshmen at a Midwestern university. Scholastic Aptitude Test scores and high school rank were also used as predictor variables for grade point average. The results indicated that the Quick Test provides a better prediction of first semester college grades than either high school rank or the aptitude test scores.

Predictors of College Success Outcomes in Emerging Adults: The Role of High School Dual Enrollment Courses

2020 ◽  
pp. 216769682091663
Author(s):  
Kristen P. Kremer
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Emerging Adults ◽  
Dual Enrollment ◽  
Time Course ◽  
College Success ◽  
Full Time ◽  
Remedial Coursework ◽  
Nationally Representative

The current study seeks to identify the role of dual enrollment participation on college outcomes among emerging adults. Data were used from the nationally representative High School Longitudinal Study of 2009. Propensity score matching matched students who did and did not take dual enrollment courses in high school. Logistic regression analyses predicted college success from dual enrollment participation. Youth who took dual enrollment courses had an increased odds of attending college ( OR = 1.40, SE = .05), persisting in college ( OR = 1.40, SE = .06), and taking full-time course loads ( OR = 1.32, SE = .06). They were less likely to attend a 2-year institution ( OR = 0.75, SE = .05) and take remedial coursework ( OR = 0.70, SE = .05). Interactions by race and socioeconomic status found dual enrollment participation to be more strongly associated with remedial coursework for students from lower socioeconomic status households ( OR = 0.83, SE = .08). Further research should explore policies surrounding access to dual enrollment courses and strategies for increasing participation in dual enrollment courses.

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