The purpose of this study was to examine the predictability of selected cognitive and non-cognitive factors on the academic achievement of first-year college students. Data were collected from over 150 freshman students enrolled at a Historically Black College and University located in the southern region of the United States. Data were examined…

The purpose of this study was to examine the predictability of selected cognitive and non-cognitive factors on retention. Data was collected from 822 first-time-freshmen college students at a four-year institution of higher learning. The material was analyzed using specific predictors of Fall 2012 to Spring 2013 retention. These cognitive and…

There has been a steady increase in college enrollment rates in recent decades, which has not been accompanied by a corresponding increase in graduation rates. If this discrepancy is partly due to insufficient effort exerted by students, policies that aim at rewarding effort explicitly may succeed in increasing graduation rates. A unique and rich…

The purpose of this study was to understand why graduation rates of African American male students from four-year historically Black colleges and universities (HBCUs) within a six-year period were not on par with those of other races and ethnicities and, in particular, whether the reasons African American male students drop out rather than persist…

The ACT has been used as an assessment instrument for student admission to many colleges and universities in the United States. The fate of many students depends on their ability to make an acceptable score in order to enroll in college credit courses and avoid remediation. Even though the ACT is not the only criteria for admission to college, it…

Examined the relationship of race, traditional academic measures (high school GPA and rank, ACT scores), and nonacademic variables (measured by the Bryson Instrument for Noncognitive Assessment, or BINA) to the first-year grades of specially-admitted college students. Found that predictors of college success functioned differently for blacks and…

The univariate and multivariate assessment of general achievement/aptitude for regular and disadvantaged freshmen at the University of Nebraska at Omaha were investigated. Correlational (single and multiple) and variance analyses (Maximum n = 150) and chi square analyses (maximum n = 1,214) assessed American College Test (ACT) Composite scores…

This paper presents the latest in a series of studies examining school district report cards for their usefulness planning and implementing school improvement. The 1992-93 Arkansas report cards were studied. These were similar to the report cards from Tennessee that were the subject of the initial study in that they used and reported a…