{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80338"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80338","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Predicting College Graduation: Are Admissions Test Scores and High School Performance Measures Adequate","abstract":"\"Admission to most institutions of higher education is based primarily on test scores and high school performance. These measures should properly be used to predict first-year grades; however, their de facto use is in choosing who will most likely graduate. I found the best predictors of college graduation are the number of terms enrolled and the mean hours earned per term, not the grades earned, though cumulative grades are the third best predictor. The results varied somewhat by race/ethnic group. Also important to success are changing majors and the percentage of terms at a \"\"C\"\" grade or better. Not significant are sex, admissions test score, and beginning in a math or science curriculum. Two factors show a negative relationship to graduation: the first-term hours and high school rank. If grades are not the best predictors of success in college, then the admissions process should not rely solely on test score and high school rank.\"","abstract_html":""Admission to most institutions of higher education is based primarily on test scores and high school performance. These measures should properly be used to predict first-year grades; however, their de facto use is in choosing who will most likely graduate. I found the best predictors of college graduation are the number of terms enrolled and the mean hours earned per term, not the grades earned, though cumulative grades are the third best predictor. The results varied somewhat by race/ethnic group. Also important to success are changing majors and the percentage of terms at a ""C"" grade or better. Not significant are sex, admissions test score, and beginning in a math or science curriculum. Two factors show a negative relationship to graduation: the first-term hours and high school rank. If grades are not the best predictors of success in college, then the admissions process should not rely solely on test score and high school rank."","abstract_has_math":false,"creators":["Murphy, Marilyn M."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Coombs, Fred,","Loeb, Jane"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:37Z","date_published":"2015-09-25T19:56:37Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Administration"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9944945"],"render_values":[{"text":"(MiAaPQ)AAI9944945","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80338","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Coombs, Fred,","Loeb, Jane"]},{"key":"dc:creator","label":"Author","values":["Murphy, Marilyn M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:37Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80338","(MiAaPQ)AAI9944945"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Admission to most institutions of higher education is based primarily on test scores and high school performance. These measures should properly be used to predict first-year grades; however, their de facto use is in choosing who will most likely graduate. I found the best predictors of college graduation are the number of terms enrolled and the mean hours earned per term, not the grades earned, though cumulative grades are the third best predictor. The results varied somewhat by race/ethnic group. Also important to success are changing majors and the percentage of terms at a \"\"C\"\" grade or better. Not significant are sex, admissions test score, and beginning in a math or science curriculum. Two factors show a negative relationship to graduation: the first-term hours and high school rank. If grades are not the best predictors of success in college, then the admissions process should not rely solely on test score and high school rank.\"","Made available in DSpace on 2015-09-25T19:56:37Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944945.pdf: 6993060 bytes, checksum: 5de957a4b1a503944cd6a2643d064215 (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81620 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","152 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."]},{"key":"dc:title","label":"Title","values":["Predicting College Graduation: Are Admissions Test Scores and High School Performance Measures Adequate"]}]}],"canonical_facts":{"dc:contributor":["Coombs, Fred,","Loeb, Jane"],"dc:creator":["Murphy, Marilyn M."],"dc:date":["2015-09-25T19:56:37Z","10000-01-01","1999"],"dc:description":["\"Admission to most institutions of higher education is based primarily on test scores and high school performance. These measures should properly be used to predict first-year grades; however, their de facto use is in choosing who will most likely graduate. I found the best predictors of college graduation are the number of terms enrolled and the mean hours earned per term, not the grades earned, though cumulative grades are the third best predictor. The results varied somewhat by race/ethnic group. Also important to success are changing majors and the percentage of terms at a \"\"C\"\" grade or better. Not significant are sex, admissions test score, and beginning in a math or science curriculum. Two factors show a negative relationship to graduation: the first-term hours and high school rank. If grades are not the best predictors of success in college, then the admissions process should not rely solely on test score and high school rank.\"","Made available in DSpace on 2015-09-25T19:56:37Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944945.pdf: 6993060 bytes, checksum: 5de957a4b1a503944cd6a2643d064215 (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81620 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","152 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."],"dc:identifier":["http://hdl.handle.net/2142/80338","(MiAaPQ)AAI9944945"],"dc:language":["eng"],"dc:subject":["Education, Administration"],"dc:title":["Predicting College Graduation: Are Admissions Test Scores and High School Performance Measures Adequate"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:14Z"}