Predicting College Success with High School Grades and Test Scores: Limitations for Minority Students

Abstract

Using a sample of 522 students at a Lutheran university in the Southwestern United States, researchers examined differences in the predictive strength of high school grades and standardized test scores for student involvement, academic achievement, retention, and satisfaction. Findings indicate that high school grades are stronger predictors of success than standardized test scores for both racial and religious minority students. The authors also discuss implications for affirmative action practice and the use of standardized test scores in comprehensive review admissions decisions.

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