The statistical and institutional influences on the prediction of first-year college grades were examined using data from College Board validity studies and the College Handbook. The criterion was the size of the multiple correlation between academic predictors and first-year college grades. (Author/MLW)

The relationship of measures of academic ability and grades with high level accomplishment was examined by reviewing a wide ranging literature, including studies of highly creative scientists and technicians, physicians, high- and middle-level managers, and high school and college students. Author/MLW)

The correlates of average departmental annual research journal publication rates of faculty were examined in three disciplines: chemistry, history, and psychology. Variables studied included factual information about each department, faculty perceptions and ratings, and graduate students' perceptions and ratings. (Author/MLW)

The majority of two national samples of SAT and GRE test takers reported that they thought the test they had taken was fair, that it did not influence their application decisions, and that its importance in the decisions of the institutions they applied to was secondary to their previous grades. (Author/MLW)

Students knowledge and skills cannot be fully understood without assessing the ways they are influenced by other aspects of postsecondary education. These aspects are described in a "map" consisting of points that depict the flow of students through institutions and experiences from precollege to adulthood. (Author/MLW)

Using College Board file information and a follow-up of 1981 high school graduates, the educational plans, educational outcomes, and other characteristics of students with different combinations of family incomes and test scores were compared in a study of the influence of those factors on educational outcomes. (MSE)

Examination of levels of publication productivity in 228 doctoral research departments in 23 disciplines revealed large differences, with the mean departments in the most productive disciplines averaging more than 10 times the number of publications of the mean departments in the least productive disciplines. The differences within disciplines…

Item and scale responses of students in 42 colleges to the College Student Experiences Questionnaire were examined to determine the frequency of student involvement in a variety of college activities. Results suggested that most students were primarily involved in studying and classwork, and did not engage in many extracurricular activities.…

A study based on national data found that the average duration of doctoral study was related to departmental emphases on scholarly careers and the resources to implement those emphases. Patterns varied by general discipline area and by specific discipline, suggesting a need for detailed analysis by discipline. (Author/MSE)