Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Ailts, Jacob | 1 |
| Chang, Kuo-Liang | 1 |
| Le, Huy | 1 |
| Nichols, Timothy | 1 |
| Noble, Julie | 1 |
| Radunzel, Justine | 1 |
| Radunzel, Justine M. R. | 1 |
| Robbins, Steven B. | 1 |
| Schmidt, Frank L. | 1 |
| Westrick, Paul A. | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
| Tests/Questionnaires | 1 |
Education Level
| High Schools | 3 |
| Higher Education | 3 |
| Postsecondary Education | 2 |
| Secondary Education | 2 |
| Two Year Colleges | 1 |
Audience
Location
| South Dakota | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| ACT Assessment | 3 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkWestrick, Paul A.; Schmidt, Frank L.; Le, Huy; Robbins, Steven B.; Radunzel, Justine M. R. – Educational Assessment, 2021
This meta-analytic path analysis presents evidence that first-year academic performance (FYAP), measured by first-year grade point average (FYGPA) plays the major role in determining second-year student retention and that socioeconomic status (SES), measured by parental income, plays a negligible role. Based on large sample data used in a previous…
Descriptors: Meta Analysis, Academic Achievement, Academic Persistence, Grade Point Average
Download full textRadunzel, Justine; Noble, Julie – ACT, Inc., 2012
This study compared the effectiveness of ACT[R] Composite score and high school grade point average (HSGPA) for predicting long-term college success. Outcomes included annual progress towards a degree (based on cumulative credit-bearing hours earned), degree completion, and cumulative grade point average (GPA) at 150% of normal time to degree…
Descriptors: College Readiness, Institutions, Benchmarking, High School Students
Nichols, Timothy; Ailts, Jacob; Chang, Kuo-Liang – Honors in Practice, 2016
This study gathered, analyzed, and compared perspectives of students who were honors-eligible but never began the program, students who began in honors and discontinued their enrollment, and those who were persisting in honors. Broadly speaking (and not surprisingly), the responses of students persisting in honors reflected the most positive…
Descriptors: Higher Education, College Students, School Holding Power, Honors Curriculum
