High attrition rates at colleges and universities are costly to students and to institutions, in terms of money, time, effort, etc. The prediction of academic success or failure is related to the problem of accountability. In order to plan and account for certain program expenditures, it becomes imperative to predict the needs and behaviors of…

An investigation of the General Educational Development (GED) tests is presented. Objectives of the investigation include: (1) to assess the validity of the tests for admission of nonhigh-school graduates to higher education, (2) to describe the backgrounds and experiences of nontraditional students who enroll in college on the basis of their GED…

Results of the study showed no significant difference as to final first year grade point average or academic penalty between groups admitted on the basis of open admission, interview, teacher recommendations, Grade 13 academic achievement and Service for Admission to College and Universities (SACU) test scores, and traditional criteria. (JT)

Scores were examined for students who repeated the Medical School Admissions Test (MCAT) within the same calendar year for years 1970-74. Nearly all repeaters showed improvement, low ability groups more and high ability students less. No pattern of greater MCAT improvement over time was found. (JT)

Central Park East school was founded in 1974 in Harlem (NY) as an alternative elementary school within the public inner city school system. In 1984 it had expanded into three elementary alternative schools and added a fourth secondary school. It is considered a progressive school following in the tradition of New York city's private schools. (MD)

A study of the usefulness of traditional admission criteria in predicting student achievement found that standardized secondary school examination scores and branch of study were highly predictive of college cumulative grade point average, and that the scores reflected intellective as well as non-intellective factors pertaining to students'…

An issue that has emerged as a technical debate among statisticians, the relationship between British college entrance examinations and degree performance, is in reality connected to contrasting underlying conceptions of higher education. (Author/MSE)

A study was conducted to determine which preprofessional academic and personal characteristics were related to academic and clinical success in a physical therapy program. Neither the academic nor personal characteristics studied were strong predictors of performance in the professional physical therapy educational program. (Author/CT)

Presents contemporary information concerning Chinese graduate program objectives, admission requirements, academic regulations, educational practices, achievements, and reform efforts. (RM)

The Proficiency Examination Program (PEP) of the American College Testing Program is used to place diploma nurses into the Bachelor of Science in Nursing program at an upper-division university. This study found PEP tests were valid for this purpose by two criteria: academic success and retention. (Author/BS)

The correlation between advanced level secondary school grades, used as university admission criteria in England, and university achievement is examined using data on 1979 graduates. The relationship was found to be statistically significant but weak, possibly related to the accuracy of scoring. (MSE)

Raising academic requirements for admission to higher education brings about higher academic standards in secondary schools. Describes the relationship between a California high school curriculum and student course selections on one hand and university admission requirements on the other. (MD)

Prepared as a position paper for the Student Health Organization of the Pritzker School of Medicine at the University of Chicago. (AF)

Article adapted from address at American Association of Collegiate Registrars and Admissions Officers Regional Association meeting.

A study of the effect of early admission on children in the first, third, fifth, and seventh grades in terms of academic and nonacademic achievement social and emotional development. Results showed no significant differences between early-admit children and their non-early-admit peers. (Author)