This meta-analysis examines the strength of the relationships of ACT w Composite scores, high school grades, and socioeconomic status (SES) with academic performance and persistence into the 2nd and 3rd years at 4-year colleges and universities. Based upon a sample of 189,612 students at 50 institutions, ACT Composite scores and high school grade point average (GPA) are highly correlated with 1st-year academic performance. First-year academic performance emerges as the best predictor of 2nd-and 3rd-year retention. SES is a weak predictor of both academic performance and retention. Moderator analyses of admission selectivity indicate that although the estimated mean validity coefficients for ACT Composite scores and high school GPA vary slightly, the credibility intervals indicate they are valid predictors across levels of admission selectivity. This longitudinal study demonstrates the importance of precollege academic preparation and how success in the 1st year of college strongly influences persistence toward completing a degree.For decades colleges have used test scores, notably the ACT and SAT, and high school grade point average (GPA) as predictors of academic performance and persistence (Zwick, 2006, provided a summary of the research on this topic). Although standardized test scores and high 23 Correspondence should be sent to Paul A. Westrick,
Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of accelerated learning in high school (e.g., Advanced Placement courses and dual enrollment) and financial aid on academic outcomes for Hispanic FGCS and Hispanic non-FGCS at a 4-year postsecondary institution ( n = 2,499). Hispanic FGCS fared worse in first-year grade point average (GPA) and first- to second-year retention than Hispanic non-FGCS. After controlling for academic, nonacademic, and demographic variables, results suggested that accelerated learning reduced achievement gaps in first-year GPA and financial aid reduced achievement gaps in retention rates for Hispanic FGCS. These results suggest that environmental supports (i.e., accelerated learning and financial aid) may be able to improve GPA and retention for Hispanic FGCS.
First-generation (FG) students are generally less likely than their continuing-generation (CG) peers to persist and complete a degree. Using student data available at initial enrollment, this multi-institutional study examines retention and transfer at the second year in relation to academic readiness, financial resources, college intentions, enrollment attributes, and other demographic characteristics to determine whether the predictors and their effects differ between FG and CG students beginning at 4-year institutions. Students’ college intentions and enrollment attributes are included as possible barriers to academic and social integration at the initial institution. The study finds that parental education gaps in outcomes persist even after statistically controlling for incoming student information, and the effects of some predictors differ by parental education. The implications of the findings for early identification of students at risk of leaving their initial institution and for informing retention and transfer strategies that are aimed at equipping FG students for success are discussed.
First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n = 358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n = 208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.
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