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ERIC Number: ED555597
Record Type: Non-Journal
Publication Date: 2013-Jul
Pages: 52
Abstractor: As Provided
Reference Count: 25
Differential Effects of Using ACT® College Readiness Assessment Scores and High School GPA to Predict First-Year College GPA among Racial/Ethnic, Gender, and Income Groups. ACT Research Report Series, 2013 (4)
Sanchez, Edgar I.
ACT, Inc.
This study examines the differential effects on student subgroups of using the ACT® College Readiness Assessment Composite (ACTC) score and high school grade point average (HSGPA) for making admission decisions. The subgroup characteristics investigated include race/ethnicity, gender, and income. For each student subgroup, we examine the effect of using a total group cut point for ACTC score, HSGPA, or both to predict first-year college grade point average (FYGPA) and the estimated effects of using these predictors to make admission decisions. The data for the study consisted of over 137,000 first-year entering students from 259 two- and four-year institutions and over 498,000 nonenrolled students. The present research estimates the probability of attainment of a specific level of success in college. We also utilize validity statistics at specific cutoff values to evaluate the effects on dichotomous outcomes. Across student subgroups, the joint use of ACTC score and HSGPA resulted in greater prediction accuracy than when either predictor was used alone. Furthermore, the use of a total group cutoff score for both ACTC score and HSGPA slightly over predict the probability of success of Hispanic and African-American students, males, and lower-income students. Both ACTC score and HSGPA slightly underpredict the probability of success of White students, females, and higher-income students. These findings suggest, therefore, that African American, Hispanic, and lower-income students are not disadvantaged by the use of a total-group cutoff for making admission decisions.
ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ACT, Inc.
Identifiers - Location: United States
Identifiers - Assessments and Surveys: ACT Assessment