Test batteries that predict first quarter freshman GPA's at an open-door predominantly black, urban, community college are reported in this study. Entering freshman performance on an academic aptitude test--College Qualification Tests (CQT), a reading skills test--Davis Reading Test (Davis), and a study habits and attitudes test--Survey of Study…

The Scholastic Aptitude Test (SAT) is shown to be a better predictor of first semester college grade point average than the American College Test (ACT) at a highly selective midwestern university. (JKS)

The validity of the Medical College Admission (MCAT), undergraduate grade-point average (GPA), and "competitiveness" of undergraduate college in predicting the performance of students at a predominantly black college of medicine was examined. No differences between men and women were found in the validity of MCAT scores and GPA.…

Using predictive validity studies of the Law School Admissions Test (LSAT) and the undergraduate grade-point average (UGPA), this study examined the large variation in the magnitude of the validity coefficients across schools. LSAT standard deviation and correlation between LSAT and UGPA accounted for 58.5 percent of the variability. (Author/EGS)

Investigated the predictive value of the high school level battery of tests of General Educational Development (GED) for two-year college academic performance, using a sample of GED freshmen (N=300). The GED proved to be a valid predictor of first semester grade point average. (Author/JAC)

Investigated whether the emphasis on ACT scores for admission to engineering school is justified. Using stepwise regression procedures, multiple regression equations were derived using data from 328 students. Results indicated that ACT scores plus college transfer credits and advanced placement credits do aid in predicting academic performance.…

Investigated validity of the American College Testing (ACT) Assessment as a predictor of college success for Mexican Americans by comparing ACT scores and grade point averages for White and Mexican American college graduates. Mexican American students scored lower on both measures, indicating that ACT scores have validity in predicting college…

The importance of theory and experimental findings in giving direction, structure, and comprehensibility to research about self-concept is discussed. Analysis of the necessary affective variables to be included in the systematic experimentally-based development of effective educational programs in the affective domain is emphasized. (Author/AL)

A study of Black, Mexican-American, and Anglo college students showed high school grades and Scholastic Aptitude Test scores remain the best predictors of college grades. College grades and college persistence were not related. Racial factors were not strong predictors of persistence, though some cultural variables showed correlations. (JAC)

Results indicate that the Home Observation for Measurement of the Environment (HOME) Inventory might be useful for screening Black children in order to identify those at risk for school failure. (Author/RH)

The ability of the new Medical College Admission Test (MCAT) to predict performance of first-year medical students at the University of North Carolina was studied. Its incremental validity, determined by computing the additional variance in performance explainable by the MCAT after the effects of other admissions variables were taken into account,…

Test bias, assumed as equal regression lines between two different tests for different populations was investigated to predict Metropolitan Achievement Tests from the Wechsler Intelligence Scale for Children--Revised. Subjects were 1,040 children in grades 1, 3, 5, 7, and 9: Anglo American, Black, Mexican American, and Native American Papago. (JKS)

Records of students in an honors program at Marquette University revealed that the College Board Scholastic Aptitude Test verbal and mathematics scores were moderately predictive for all honors students. Only the mathematics score was predictive of program success for women. (Author/JKS)

Calculated intra-cognitive strengths and weaknesses of children in grades 1 through 12, using two common criteria for defining exceptionality. Found that an individual's total number of significant intra-cognitive strengths and/or weaknesses has little diagnostic significance as pertains to low- or under-achievement in reading, mathematics, or…

Reviews the issues and evidence on "measuring" student intelligence. The construct validity of "intelligence," the role of cultural context as a modifier of the meaning of test results, and the lack of meaningful predictive validity of IQ tests are discussed. Results conclude that measuring intelligence currently has no contribution to…