The purpose of this study was to determine the predictive validity of the CEEB SAT scores in the prediction of grades earned by a randomly chosen sample of 142 women in freshman mathematics at Longwood College. Data consisted of SAT-V, SAT-M, and SAT-T scores and the grade earned in freshman mathematics for 706 female students who entered Longwood College in August, 1973. The SAT-T and the SAT-M scores yielded substantial correlations of .63 and .62 with earned grades in freshman mathematics. There was a .48 correlation between SAT-V scores and earned grades in freshman mathematics. All correlations were statistically significant beyond the .01 level.EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1974, 34, 953-955. OVER the years the College Entrance Examination Board (CEEB) Scholastic Aptitude Test (SAT) scores have been the subject of numerous discussions, studies, comments, and criticisms. How valid a predictor is the SAT? Is there a direct correlation between it and academic success in college? Still the quest continues for a predictor that will forecast accurately academic success at the college level. The purpose of this study was to determine the predictive validity of the verbal (V), mathematics (M), and total (T) scores of the CEEB SAT in the prediction of grades earned by a randomly chosen sample of 142 women in freshman mathematics at Longwood College in Farmville, Virginia.Nearly all researchers have found the college achievement levels of women to be more predictable than those of men. It was concluded in one study that differential prediction for the college major was more valid for women than for men (

It was hypothesized that more students would be absent from classes in the MWF afternoon sections than in the MWF morning sections or the morning and afternoon sections on TTh. Further, the increase in class absences would consequently mean lower grades. To test these hypotheses the data from 910 students were analyzed. There was a moderately significant relationship ( p < .10) between class absences and grades in the MWF-pm classes. Students who were absent from classes more frequently tended to earn lower grades. The mean number of class absences for the MWF-pm classes was 3.19; for the MWF-am classes it was 370. Students in the MWF-pm earned higher grades (x2 = 19.71, p < .10) than the other class meeting times.

The purpose of this study was to determine the predictive validity of the College Entrance Examination Board Scholastic Achievement Test (SAT) and the College Entrance Examination Board Achievement Test scores in the prediction of scores earned by 300 students who took various subject area College Level Examination Program (CLEP) tests at Longwood College. Data consisted of SAT-Verbal (V), SAT-Mathematics (M), SAT-Total (T) scores, College Entrance Examination Board Achievement Test scores, and the various subject area CLEP test scores earned by 300 students from 1973 to 1978. The SAT-V scores yielded correlations of (1) .46 with CLEP Subject Area test scores in English Composition, (2) .45 with the CLEP Subject Area test scores in American History, (3) .49 with the CLEP Subject Area test scores in English Literature, and (4) .90 with the CLEP Subject Area test scores in the Analysis and Interpretation of Literature. The SAT-M scores furnished correlations of (1) .79 with the CLEP Subject Area test scores in College-Algebra and Trigonometry (2) .77 with the CLEP Subject Area test scores in the Analysis and Interpretation of Literature. The SAT-T scores afforded correlations of (1) .42 with the CLEP Subject Area test scores in English Composition, (2) .89 with the CLEP Subject Area test scores in the Analysis and Interpretation of Literature. The College Entrance Examination Board English Achievement test scores provided correlations of -.43, -.49, and .90, respectively, with the CLEP Subject Area test scores in American History, English Literature, and the Analysis and Interpretation of Literature. The College Entrance Examination Board Mathematics Achievement scores supplied correlations of -.62, .77, -.78, and .75, respectively, with the CLEP Subject Area test scores in American History, College-Algebra and Trigonometry, English Literature, and the Analysis and Interpretation of Literature. The College Entrance Examination Board American History Achievement test scores showed a substantial correlation of .69 with the CLEP Subject Area test scores in American History.

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