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ERIC Number: ED193345
Record Type: RIE
Publication Date: 1979-Aug-29
Pages: 75
Abstractor: N/A
A Follow-Up Study of the Relationship Between Traditional Measures of Academic Success and Career Success. Part 3 of the Research Program and Problems Relating to the Desegregation of Higher Education.
Institute for Services to Education, Inc., Washington, DC.
This study examines the correlation between standardized college admissions tests and life achievements of students attending historically black colleges. The study sample included 121 people who had graduated from one of eleven historically black colleges in the South in 1971. The students' ACT (American College Testing program) scores were correlated with measures of educational attainment, occupational status, and self-perception of success. Findings showed that despite their low initial scores on standardized tests, study participants were able to achieve considerable educational attainment and career success. Specifically, results indicated that (1) standardized test scores are not valid predictors of the future educational attainment and career success of blacks; (2) undergraduate grade point averages are valid predictors of the future educational success of blacks to the extent that higher grade-point averages may be associated with higher salaries; and (3) the historically black colleges provide an opportunity to obtain a bachelor's degree, and thereby enhance access to further education attainment and career success to students who more than likely would not be admitted to college under traditional admissions criteria. Recommendations for further research, a bibliography, and a copy of the survey questionnaire are included in the report. (Author/BE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Institute for Services to Education, Inc., Washington, DC.
Note: Not available in paper copy due to reproduction quality of original document. For related documents see UD 020 423-427.