SCORES ON READING, MATHEMATICS AND ENGLISH PLACEMENT TESTS AS PREDICTORS OF FRESHMAN ACADEMIC ACHIEVEMENT AT SELECTED MARYLAND POSTSECONDARY INSTITUTIONS (REGRESSION ANALYSIS, MULTIPLE, COLLEGE, CORRELATION STUDY)

The purpose of this study was to determine the relative influence of six variables (overall high school grade-point average, Scholastic Aptitude Test verbal and mathematics scores, and scores on reading, mathematics and English placement tests) individually and in combination, in predicting the academic achievement of freshmen at selected Maryland postsecondary institutions. Inferences were drawn from the findings of this study regarding the feasibility of using placement test scores as indicators of students' academic achievement. The analysis sample for the study consisted of 1,307 first-time, full-time freshmen who entered one of the five state colleges and universities in Maryland in the fall semester of 1980, 1981, or 1982. The method of research used was ex post facto predicting measurements of academic achievement from students' high school grade-point averages and standardized test scores. Stepwise regression analysis was used to measure six predictor variables against the criterion, first-year college grade-point average. Study findings indicated freshman student academic achievement for the study sample students can be predicted to .42 by using the high school grade-point average, Scholastic Aptitude Test scores and placement test results. These variables correlated positively with first-year college grade-point average. Combination of two or more variables increased the accuracy of predicting college achievement beyond that obtained by any single variable (.32). A prediction equation was determined for each institution and for the five study institutions in aggregate. High school grade-point average was found to be the single most important variable in prediction of first-year college grade-point average for study sample students. The combination of high school grade-point average, Scholastic Aptitude Test-Mathematics score along with Test of Standard Written English score strengthens such prediction by .10 to a total multiple correlation of .42. The Nelson-Denny Reading Test and the California Achievement Test in Mathematics were ineffective predictors of college academic achievement for study sample students at each institution and at the sample institutions in aggregate. Therefore, the investigator questions continued use of these two tests for placement of freshman students in courses at selected postsecondary institutions in Maryland.