After the first semester of 1969-70, 413 freshmen who had entered the University of Wisconsin-Stevens Point in the fall were placed on academic probation with grade point ratios (GPR) ranging from 0.75 to 1.59. After 3 semesters, 73 or 17.7% had cleared probation and another 5% were still on probation. The rest had dropped from school or were…

Proposes a grading system that combines traditional, absolute grading with a relative, percentile rank. (MLH)

The study hypothesized that no differences in ratings on selected teaching performance criteria exist among three groups of student teachers based on cumulative grade point averages. The supervising teachers assigned the performance ratings. Significant differences among the groups were found on three of the nine performance criteria under…

An examination of the relationship between high school English grade point average and the Michigan Test of English Language Proficiency scores, for a sample of English as second-language (ESL) high school students in American Samoa, indicated the validity of the test with ESL students. (Author/JKS)

The predictive validity of the American College Test (ACT) for two classes totaling 2,289 students was investigated at successive intervals over four years of college. Correlational coefficients and expectancy tables substantiated the validity of the ACT for prediction of GPA, for progress, and for graduation within four years. (Author)

Joreskog's procedure for the analysis of simplex models was used to test Humphreys' assertion that eight semesters of undergraduate grade point averages have a simplex form. The assertion was confirmed, and precise estimates of unattenuated correlations and reliabilities were also obtained. (Author/JKS)

This study investigated differences between students living in expanded-occupancy quarters (three per room) and in normal-occupancy conditions (two per room) in regard to their satisfaction with residence hall life and grade point average. Satisfaction responses revealed no significant differences. (Author/JEL)

This study investigated the relationships among scholastic aptitude, achievement, and performance on a state-mandated teacher competency test for secondary school teachers. The sample consisted of 215 secondary teacher candidates who had completed the Oklahoma Curriculum Proficiency Examination between 1982 and 1985. Results are discussed.…

The impact of experiencing multiple life changes in early adolescence was studied. Subjects were students followed from sixth to seventh grade and variables analyzed were self-esteem, academic grade-point average, and participation in extra-curricular activities. (PCB)

Discusses the Scholastic Aptitude Test (SAT) and its importance to colleges in admissions decisions. The author describes the admissions process, the role of test scores, and the relationships of class ranks and SAT scores to outcomes in college. (CT)

Explores the relationship between good grades and success in nonacademic life. Research shows there is a positive correlation between student involvement in cocurricular activities and success following high school and college. (MD)

Examined failure to graduate from high school as a function of grade point average and substance abuse among Phildelphia high school students (N=427). Results of multiple regression analyses indicated that the gradepoint averages are more powerful predictors to eventual failure to graduate than are "Drug Severity Index" scores. (BL)

Records of 63 medical school graduates were examined for predictors of achievement on in-training examinations in anesthesia and orthopedic surgery. The previous academic records were found to contain little to predict examination results, and the correlation between college nonscience subjects and exam performance was negative. (Author/MSE)

This study suggests that the more semester hours a freshman attempts, the higher his or her grade point average is likely to be. Numerous other factors, however, affect grades. (Author)

As the majority of the graduation class, transfer students are neither being counted into the college graduation rate nor giving entrant institutions positive effect on retention. The study examines 906 students of 2002 transfer cohort in a public four-year institution. The study found the majority of the transfer students were female and white,…