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The academic success of international students who are admitted to Marshall University's career and technical education (CTE) and other selected graduate degree programs was examined. The academic success of students who were admitted to Marshall based on their Test of English as a Foreign Language (TOEFL) scores was compared to that students who gained admission by completing English-as-a-second-language (ESL) classes. The study sample consisted of 64 females and 62 males from 22 countries. A descriptive/correlational research design was chosen to identify relationships between quantifiable variables such as grade-point averages (GPA), TOEFL scores, and ESL scores. An analysis of the data did not reveal a high association between the CTE graduate students' TOEFL or ESL scores and their first GPAs. This lack of association between TOEFL/ESL score and GPA was interpreted as evidence that both groups were academically prepared when entering college-level studies. Both groups had low attrition rates. The TOEFL students showed a moderate association with the variable country of origin. It was recommended that a class in American culture be made a required part of the ESL program. (Nineteen tables are included. The bibliography lists 21 references. Seven tables providing information about the study sample and study results are appended.) (MN) Reproductions supplied by EDRS are the best that can be made from the original document. Assessment of TOEFL Scores and ESL Classes as Criteria for Admission to Career & Technical Education and Other Selected Marshall University Graduate Programs
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