High school students' academic preparation (e.g. high school GPA, ACT composite score, AP credits earned) predicts and helps explain their academic performance at college. However, the effects of noncognitive factors on college success is less clear. This study examined the effects of adding high school students' (N = 2279) self-efficacy,…

Successful first-year college experiences require transitioning from comfortable high school habits to new, and sometimes difficult, college standards. Academically underprepared students bear an additional transitional burden during this time; they must successfully complete remedial courses before they can move into major coursework. Many of…

The purpose of this quantitative quasi-experimental study is to determine the effectiveness of a corequisite delivery model for developmental math students at a 4-year public institution. Nationally, close to fifty percent of incoming college students are placed in non-credit bearing remedial courses (Complete College America, 2012). Students must…

This study examined the contributions of students' noncognitive characteristics toward explaining performance on the ACT® test, over and above traditional predictors such as high school grade point average (HSGPA), coursework taken, and school characteristics. The sample consisted of 6,440 high school seniors from 4,541 schools who took the ACT in…

The purpose of the study is to compare the student profile characteristics, which were categorized as demographic, prematriculation, and matriculation, between traditional residential and commuter students at a public, research, commuter university. Using status attainment as the theoretical framework, the researchers employed a discriminant…

This correlation study examines the relationship between participation in online embedded professional development communities and student achievement gains in a College Algebra course taught by high school teachers to high school students for college credit. The participating teachers met weekly through a web-based meeting format using…

A student's age, sex, aspiration, and ability were related to successful performance (50th percentile or higher) on the College Level Examination Program (CLEP) general examinations. Previous college credits and attendance status, as measured, did not seem to be important factors. Of the variables investigated, ability, as measured by the American…