ACT and College Success

Autor/in	Bleyaert, Barbara
Institution	Education Partnerships, Inc. (EPI)
Titel	ACT and College Success
Quelle	(2010), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aptitude Tests; College Entrance Examinations; Academic Aptitude; Grade Point Average; High Schools; Correlation; Academic Achievement; Course Selection (Students); Difficulty Level; Mathematics Instruction; Science Instruction; Prediction; Access to Education; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aptitude test; Eignungsprüfung; Eignungstest; Aufnahmeprüfung; High school; Oberschule; Korrelation; Schulleistung; Course selection; Student; Students; Kurswahl; Schwierigkeitsgrad; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Vorhersage; Education; Access; Bildung; Zugang; Bildungszugang; Assessment; Hochschulzulassung
Abstract	What is the relationship between ACT scores and success in college? For decades, admissions policies in colleges and universities across the country have required applicants to submit scores from a college entrance exam, most typically the ACT (American College Testing) or SAT (Scholastic Aptitude Test). This requirement suggests that high school students' performance on these exams can help predict their academic success as college students. In fact, research conducted over the past four decades on the efficacy of the ACT assessment as a predictor of college success generally supports this belief; there is a strong positive relationship between performance on the ACT and college GPA (Noble, 1991; Noble, Davenport, Scheil, Pommerich, 1999; Noble & Sawyer, 2002; Paszczyk, 1994; Price & Kim, 1976; Stumpf & Stanley, 2002; Thornell & Jones, 1986). Although ACT scores can be highly successful in predicting future success in college, students' performance on the ACT is largely determined by the courses students take during high school (Paszczyk, 1994), and the high school they attended (Noble et al., 1999). The "quality of the education they receive" during high school, the rigor of their course work, and access, especially to rigorous math and science courses regardless of the grades they receive in those courses, largely determine their performance on the ACT--and their future success in college. A list of references and online resources is included. (ERIC).
Anmerkungen	Education Partnerships, Inc. Web site: http://www.educationpartnerships.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10