The Validity of the American College Test in Prediction of Academic Achievement in Community Colleges of Appalachian Kentucky.

Autor/in	Mathis, Harry Ray
Titel	The Validity of the American College Test in Prediction of Academic Achievement in Community Colleges of Appalachian Kentucky.
Quelle	(1972), (129 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Community Colleges; Comparative Analysis; Correlation; Measurement Techniques; Predictive Measurement; Rural Education; Statistical Analysis; Statistical Studies; Test Interpretation; Test Reliability; Test Validity; ACT Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Community college; Community College; Korrelation; Messtechnik; Ländliche Erwachsenenbildung; Statistische Analyse; Test analysis; Testauswertung; Testreliabilität; Testvalidität; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The purpose of this study was to determine the validity of the American College Test (ACT) in predicting academic achievement of students from an area which is culturally, economically, and educationally depressed. The population, chosen from 6 community colleges serving the Appalachian region of Kentucky, consisted of 1,127 full time (12 or more semester hours) freshmen students entering in the Fall 1968. Data was available for 488 males and 333 females. Males and females were treated separately. All students were enrolled in college parallel curricula. The statistical procedure followed was a stepwise multiple regression, used to determine the variables having the greatest predictive ability. Multiple regression and equations were computed for both groups. Eleven findings are listed, such as only 37% of the students successfully completed the 2 years of college with a grade point average of at least 2.00. Approximately 34% of the males and 43% of the females were successful. Ten recommendations are suggested giving full recognition to the open-door admissions policy of the comprehensive community college, e.g., it is recommended that admissions officers and counselors utilize the multiple regression equations and expectancy tables from this study as an aid in counseling and advising students. (FF)
Anmerkungen	Inter-Library Loan, West Virginia University, Morgantown, W. Va.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC