Data from 785 male seniors from 6 urban Pennsylvania high schools are used to evaluate the relationship between post high school educational expectations and participation or non-participation in interscholastic athletic activities. A zero-order gamma of .28 indicates that educational expectations and athletic participation are positively…

Student perceptions of the effect of Miami-Dade Junior College upon the individual student were studied. The Graduate Questionnaire, developed especially for this study, was given to a 25% random sample of Miami-Dade students. The most significant variable in academic achievement was high school grade point average. Students in clubs earned higher…

The purpose of this study was to compare the academic progress of junior college transfers, 4-year college transfers, and continuous juniors (natives) at the University of Illinois as measured by grade point average (GPA), academic status and continued enrollment through the first year after transfer. A secondary purpose was to compare the…

A GROUP OF HIGH-POTENTIAL (UPPER QUARTILE ON STANDARDIZED TESTS), LOW-ACHIEVING (2.0 OR BELOW GRADE POINT AVERAGE) STUDENTS IN FOUR DETROIT PUBLIC HIGH SCHOOLS WERE STUDIED FOR FIVE SEMESTERS. THE SAMPLE OF 585 STUDENTS WAS DIVIDED INTO THREE GROUPS. TWO GROUPS WERE CONSIDERED THE CONTROL. IN THE QUASI-CONTROL GROUP, THE TEACHERS WERE GIVEN THE…

Available empirical data relating to the effects of changes in freshmen admissions at the university are summarized. Included are the data concerning the construction of an admissions index based on core high school GPA and verbal and quantitative test scores. Findings are that the arbitrary weighting of one-third test scores to two-thirds HS…

A study of the predictive validity of selected admissions variables used by the University of Kentucky College of Medicine (Medical College Admissions Test subscores, undergraduate science grade point average (USGA), age, and Otis Test of Mental Ability) revealed the predictive validity of USGA and the MCAT quantitative subscore. (JT)

In addition to high school rank in class and test scores, knowledge of high school type, sex, number of credit hours taken, and dollar value of scholarships and number of hours of outside work can significantly improve college grade prediction. (Author/BJG)

Grades have cultural, educational, psychological, and economic overtones. They serve as an interpretable index of evidence of academic experiences and relative achievement. Professors must state precisely what is expected of students, thus providing structure and direction early in the course. (Author)

Univariate and multivariate assessment of general achievement/aptitude indicated general achievement/aptitude is significantly delineated: by race and GPA for the population, nonexperimental freshmen, and experimental and/or control freshmen; by financial aid and attrition/persistence for the population and nonexperimental freshmen; and by…

The number of seniors eligible for admission to an interdisciplinary honor society from various academic disciplines varied substantially when three methods of selection were compared using grade point average as the criterion. This is the finding from a study of grade inflation and grading standards on student academic award selection. (JN)

A comparison between education and noneducation majors revealed that high school rank, freshman grade point average, and Scholastic Aptitude Test scores positively correlated as variables with college success indicators for both groups and that there was very little difference between the groups in grades received in common university core courses…

Logistic regression was employed to analyze predictors of academic performance (academic dismissal versus satisfactory performance) for first-time freshmen after one semester in an eastern state university. The analyses indicated that academic performance was highly related to high school academic grade point average. (Author/MLW)

Open admission college undergraduates who were successful in college were administered the Adjective Check List, measuring Achievement, Aggression, and Deference. Achievement and Aggression accounted for 21 percent of the variance in grade point average (GPA). High School GPA was also found to account for 10 percent of the variance. (GDC)

Investigated relationship among nonacademic factors and retention of Black students at predominantly White universities. Examined assertiveness as measured by the College Self Expression Scale, cumulative grade point average, and retention of 119 Black college students. While nonsignificant findings prevailed when total sample was analyzed, trends…