This study investigates the predictive value of the high-school-level battery of the Tests of General Educational Development (GED) for two-year college academic performance. Statistical analysis of the data was performed using a variety of statistical techniques including univariate and multivariate correlation methods, t-test, and analysis of variance. Of the thirteen hypotheses formulated and tested in the study, eleven were statistically significant at the .05 level. With the acceptance of the majority of the research hypotheses, it is concluded that the GED is a valid predictor of first semester, two-year college GPA. It is also concluded that the use of the standard scores of individual component subtests of the GED as predictors provides valid and slightly more efficient prediction of first semester, two-year college GPA than the use of only mean GED standard score as a predictor, and that GED Test 4, Interpretation of Literary Materials, is the single most effective GED subtest in predicting this criterion.

This thesis is the result of an examination conducted to determine average student preparation before reaching post-secondary schools so that college freshmen receive proper guidance.

It was the purpose of this study to correlate reading improvement as measured by test scores from a reading test with six values measured in a scale of values to see which, if any, could have served as predictors of reading improvement.

During the period of this study approximately twenty percent of the students enrolled in the plane geometry course in the Lodi Union High School failed. Students were admitted to the course if they had attained a grade of “B” for their third quarter of first year Algebra, or if their Algebra teacher recommended that they be allowed to enroll on a trial basis, or if the student was not recommended but he and his parents requested that he be allowed to enroll. The Orleans Geometry Prognosis Test was given at the beginning of the geometry course so that students, teachers, counselors, and parents might have further insight into the student’s likelihood of success. It is the purpose of this study to evaluate the usefulness of the Orleans Geometry Prognosis Test as used in the Lodi Union High School and to determine if its use in conjunction with two other standardized measuring instruments would yield better prediction results. The additional prediction tests were two subtests of the Differential Aptitude Test battery, the test of Numerical Ability and the test of Abstract Reasoning. The criterion of success used was the Seattle Plane Geometry Test. SImple and multiple correlations were computed.

The purpose of this study is to predict the GPA for the students from their SCAT scores. The specific objectives of this study are as follows: (1) to show what degree the GPA can be predicted from the SCAT scores and to what extent they will fall between the standard error of estimate of the regression equations and, (2) to predict the GPA of students in the area of their respective major.

Thesis (Ed.D.)--Boston University / Purpose The purpose of the study was to identify those factors which are related to success in the doctoral program, to analyze the relative importance and frequency of factors identified, and to draw implications and conclusions from the findings. Procedures The population of 327 subjects in five groups were all applicants to the doctoral program at Boston University School of Education, some of whom graduated, some of whom did not. Information for the study was obtained from the records of the School of Education, from responses to a questionnaire and data sheet, and from interviews. A group of graduates were first compared with a group of non-graduates to see if there were significant differences between the groups on four screening variabless undergraduate grade point average, graduate grade point average, score on the Boston University General Association Test, and recommendations in seven areas (taken individually and as a total). There was a difference on total recommendations in favor of the graduates significant at the .05 level. On the other variables there were no significant differences between the groups. [TRUNCATED]

The problem of this study was to determine the predictive validities, as measured by multiple correlation, of certain mathematics course grades and the American College Test (ACT) battery when various achievement criteria were used. This study had a two-fold purpose: (1) to determine measures which could be used effectively to predict academic achievement in college mathematics, and (2) to determine whether the multiple correlation between selected predictors and each criterion were significant.

No description available.

This study explored the feasibility of predicting academic achievement in prerequisite Anatomy-Physiology Classes for prospective nursing students and Medical Surgical Nursing Classes for students enrolled in a diploma program. This was accomplished by using three instruments that measure the attitudes of nursing students about the nursing profession or preferences towards learning environments . The purposes of this study were (1) to determine if the subgroup or total scores were correlated with final examination scores for each class, (2) to determine if the subgroup or total scores interacted with one another to increase the power of prediction, and (3) to compare the effects of different teaching styles, upon the instruments used to measure attitudes and preferences

One of the major problems of the modern educational system is scholastic under-achievement by talented students. Until recently the typical study had been chiefly concerned with the correlation between level of ability and academic success, while many studies referred to the presumed relationship between emotional stability and academic achievement. On the college level such characteristics as failure to adjust to college life, poor study habits, lack of awareness of his real level of ability on the part of the student, and other such Causes have been tacitly assumed as the explanation for under- achievement