ACT research report series: Predicting college grades from ACT assessment scores and high school course work and grade information

Abstract

This study examined the accuracy of predictions of English, mathematics, social studies, and natural sciences course grades, and of overall freshman GPA. The predictions were based on ACT Assessment test scores and on high school course work and grade information from the ACT Assessment Course Grade Information Section (CGIS). Estimates of prediction accuracy were compared to those obtained using ACT scores and the four self-reported grades from the registration folder (TH index), ACT Assessment scores alone, and CGIS information alone as predictors. Base-year prediction models were developed using student records from the 1986-87 and 1987-88 Prediction Research Services history files; these models were then crossvalidated using data from the same institutions for 1988-89. Separate models were developed and crossvalidated for juniors and seniors. In addition, total group prediction models were developed and crossvalidated separately for juniors and seniors. The results showed that most ACT/CGIS models slightly increased prediction accuracy in some subject areas over that obtained by the TH index. The model based on the four ACT scores and an average of 23 grades improved prediction accuracy over that of the 'IT index for more than 50% of the institutions. The amount of improvement was modest, however. The results clearly supported the use of prediction models based jointly on ACT scores and high school grades, rather than on either ACT scores or grades alone.

New and updated tests of print exposure and reading abilities in college students

“…An ACT score of 30 is roughly equivalent to an SAT composite score of 1320-1350, and an ACT score of 25 roughly translates to an SAT composite score of 1130-1160. ACT scores have been validated as reliable predictors of future college performance (Noble, 1991) and college class placement in the subjects tested in the ACT (Ang & Noble, 1993).…”

“…Test takers are required to answer multiple-choice questions about both specific sections of the prose passage and the passage as a whole (see wwwactstudent.org/testprep/descriptions/ engdescript.html for more information). Both subcomponents have been validated against a standard measure of reading comprehension, the Nelson-Denny test (Noble, 1988;Stiggins, Schmeiser, & Ferguson, 1978).…”

Predicting First Year University Students’ Academic Success

“…And non-cognitive measures are related to psychological factors, like social support and academic related skills. Some researchers showed the importance of traditional predictors for academic success (Noble, 1991;Reason, Terenzini & Domingo, 2006). Others emphasized on non-cognitive factors to adequately predict which students will succeed or fail in university (Tracey & Sedlacek, 1984;White & Sedlacek, 1986).…”

Statistical Models for Predicting College Success

“…Noble (1991) found that the use of just one factor alone to determine academic success was not as efficient as using both high school grades and ACT scores. Cohn, et.…”

“…Julie Noble (1991) studied how ACT scores and high school grades predicted college success. The data consisted of a student's ACT scores in English, Mathematics, Social Studies, Natural Sciences, and the ACT composite score.…”