ERIC Number: ED185119
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Ethnicity and Sex Differences in Use of College Entrance Examinations, Mathematics Achievement, and High School Rank as Predictors of Performance and Retention among Engineering Students.
Durio, Helen F.; And Others
Entrance scores on the Mathematics Achievement Test, Level I, and Scholastic Aptitude Test (verbal and mathematical), and high school rank for 2,189 students entering engineering as freshmen at The University of Texas at Austin during the years 1974-1977 were used in regression equations as predictors of academic achievement and retention for ethnic (Black, Mexican-American, Anglo) and sex breakdowns. The Mathematics Achievement Test correlated more highly with academic achievement than the other entrance measures among all ethnic and sex groups. The use of freshman year grade point average as a predictor improved prediction of retention among ethnic minorities and Anglo male engineering students over college entry predictors alone. While less useful in predicting retention among women, freshman year achievement monitoring could provide the basis for a counseling and support system to enhance the retention of capable women in engineering. The first-year grade point average appears to be as efficient a predictor as the engineering curriculum grade-point average (mathematics, physics, and engineering mechanics course grades, combined) for use in a predictive equation for retention. (Author/CTM)
Descriptors: Academic Achievement, Academic Persistence, Achievement Tests, Aptitude Tests, Bias, Class Rank, College Entrance Examinations, Engineering Education, Grade Point Average, Grade Prediction, Higher Education, Predictive Validity, Predictor Variables, Quantitative Tests, Racial Differences, Sex Differences, Test Validity
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: College Board Achievement Tests; Scholastic Aptitude Test; University of Texas Austin
Note: Paper presented at the Annual Meeting of the American Educational Research Association (64th, Boston, MA, April 7-11, 1980).