The problem in this study was to determine the relationship between the scores on the three parts (reading, writing, and mathematics) of the Texas Assessment of Academic Skills Test (TAAS) and the academic success of first-year students at Clarendon College, Clarendon, Texas. High school grade-point average and gender were also included in the study. The purpose of the study was to develop an equation to predict first-year college grade-point average at Clarendon College . The predictor variables were the three parts of the TAAS Test (reading, writing, and mathematics) , high school grade-point average, and gender. The equation was developed through multiple correlation/multiple regression multivariate procedures. All statistical analyses were calculated through sub-programs of the Statistical Package for the Social Sciences (SPSS). The study was limited to using only 1992/1993 Texas high school graduates who had entered Clarendon College in the fall semesters of 1992 and 1993 directly following high school graduation. A search of Clarendon College records produced 115 students from these groups who fully met all standards defined for the study. Two predictor equations were developed. One developed through a simple regression command included all five predictor variables. The second equation was produced through a stepwise procedure. This equation included only high school grade-point average and the mathematics score from the TAAS Test. The variables TAAS reading, TAAS writing, and gender were not found to be significant when used in conjunction with the other predictor variables. The strength of each predictor variable was evaluated using students from the freshman class of 1994-95 at Clarendon College. Each of these students met the same basic standards used to establish the prediction equations. The two prediction equations were found to be equal in predictive strength. There was less than one percent difference in the variance accounted for between the two equations. Neither equation showed itself to be all powerful in terms of variance accounted for. Each did, however, predict first-year college grade point average to within two standard errors 93 percent of the time. Recommendations were made that further studies be conducted to find the ideal predictor equation for Clarendon College. Specific recommendations included bringing a more diverse mix of predictor variables into the study. A recommendation was also made to include more of the student body (out-of-state, part-time, etc.) in future studies.

The purposes of this study were to identify criteria which influence students' decisions to attend specific colleges and to determine whether different groups of students use similar criteria. The following groups were compared: white students and minority students, males and females, older students and younger students, university-bound students and vocational students, and full-time students and part-time students. The sample used for this study was taken from the students enrolled in freshman English classes at Vernon Regional Junior College, Clarendon College, and Grayson County College. Approximately 100 students at each college were selected to participate in the study. Each student in the study received instruction, provided demographic information, and completed a two-part survey. The survey asked respondents to evaluate each of twenty items on a Likert-type scale. The data provided were compiled and organized into groups by a data base computer program. Data obtained from specific groups of respondents were compared, first through an examination of means, then through a chi-square test of independence. It was determined that the most important college selection criteria to these respondents were the cost of attendance, the availability of specific programs, the size of the college, the size of individual classes, the location of the school, and the availability of financial aid. Further, the research revealed that two comparison groups differed significantly in their choices of important college selection criteria. Younger students appeared to use different selection criteria than their older counterparts, and vocational students differed from university-bound students in their choice of criteria.