Student persistence and student success are imperative in higher education, especially with a growing number of students who graduate high school and who lack necessary skills in several areas. These students are typically classified as developmental students, and understanding if there are predictors that indicate success would help both admissions staff and faculty who work with these students. This study attempted to determine if there are predictors of success for this population. As an ex post facto study, five years of data on students admitted on a provisional basis to a small, rural, four-year university in Central Texas were studied. Using data collected from the university database, the researcher explored the independent variables of high school grade point average, SAT V+M scores, ACT composite scores, SAT/ACT verbal and quantitative scores, gender, family income, and the number and types of developmental courses taken the first semester and their effect on the dependent variable of first semester grade point average. Through using linear regression, multiple regression, and correlation analysis, it was determined that high school grade point average, SAT V+M scores, and gender were all significant predictors of success for this population.Strictly speaking, it is impossible to make scores on the ACT composite and the SAT V+M strictly equivalent for each test taker ... The enhanced ACT assessment contains subtests in English, Mathematics, Reading, and Science Reasoning.
|Title||:||Predictors of Success for Developmental Students in Higher Education|
|Author||:||Wendy L. McNeeley|
|Publisher||:||ProQuest - 2008|