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Download full textWalton, Kate E.; Allen, Jeff; Burrus, Jeremy; Murano, Dana – ACT, Inc., 2022
Social and emotional (SE) skills are known to be linked with many important life outcomes, including academic performance, performance on standardized college entrance exams, and college enrollment, although research on enrollment is limited. In this report, the authors present data points from a study that evaluated test-criterion validity…
Descriptors: Social Development, Emotional Development, College Attendance, Postsecondary Education
Mattern, Krista; Radunzel, Justine; Westrick, Paul – ACT, Inc., 2015
Although about 40% of high school graduates who take the ACT® test express interest in pursuing a career in a science, technology, engineering, and mathematics (STEM) field, the percentage of first-year students in college who declare a STEM major is substantially lower. The pool of prospective STEM workers shrinks further as the majority of STEM…
Descriptors: STEM Education, Benchmarking, Majors (Students), College Freshmen
Westrick, Paul A.; Allen, Jeff – ACT, Inc., 2014
We examined the validity of using Compass® test scores and high school grade point average (GPA) for placing students in first-year college courses and for identifying students at risk of not succeeding. Consistent with other research, the combination of high school GPA and Compass scores performed better than either measure used alone. Results…
Descriptors: Grade Point Average, College Readiness, College Entrance Examinations, Computer Assisted Testing
Noble, Julie; Sawyer, Richard – ACT, Inc., 2013
There is a growing view that students who enroll in developmental courses are less successful in completing their programs than non-developmental students. Nevertheless, even though developmental students as a group ultimately might not be as academically successful as non-developmental students, many of them might still derive benefit from taking…
Descriptors: College Students, Developmental Studies Programs, Enrollment, Scores
Sawyer, Richard – ACT, Inc., 2010
Ample correlational evidence indicates that high school GPA is usually better than admission test scores in predicting first-year college GPA, although test scores have incremental predictive validity. Many people conclude that this correlational evidence translates directly to usefulness in making admission decisions. The issue of usefulness is…
Descriptors: Grade Point Average, Academic Achievement, Predictive Validity, Scores
Sanchez, Edgar I. – ACT, Inc., 2013
This study examines the differential effects on student subgroups of using the ACT® College Readiness Assessment Composite (ACTC) score and high school grade point average (HSGPA) for making admission decisions. The subgroup characteristics investigated include race/ethnicity, gender, and income. For each student subgroup, we examine the effect of…
Descriptors: College Readiness, Scores, Grade Point Average, High School Students
