This study continues an earlier (2021) examination of a program's move from an admissions framework that used standardized test score thresholds to a test-blind holistic review. While the initial study evinced holistic review as a more equitable gateway to honors education for students from underserved backgrounds (as compared to admission…

Diagnostic tests for placing students into appropriate courses are commonly used in higher education math and science departments. We found no physics education research examining the validity of such exams, how well they are placing students into appropriate courses, and what guidance these exams can give for better focusing instruction. In this…

Many of the numbers used to assess students are statistical in nature. The theoretical context underlying the production of a typical number or statistic used in student assessment is presented. The author urges readers to recognize objective data as subjective information and to carefully consider the numbers that often determine admission,…

This pilot study examines digital SAT® score relationships with first-year college performance. Results show that digital SAT scores predict college performance as well as paper and pencil SAT scores, and that digital SAT scores meaningfully improve our understanding of a student's readiness for college above high school grade point average…

Most enrollment management systems today use historical data to build rough forecasts of what percentage of students will likely accept an offer of enrollment based on historical acceptance rates. While this aggregate forecast method has its uses, we propose that building an enrollment model based on predicting an individual's likelihood of…

While there is scant evidence that standardized test results (SAT/ACT) predict college success, these scores can act as barriers to college admissions and honors programs, particularly for students in underserved communities. This study examines the impact of transitioning from an honors admission framework--in which standardized tests are a key…

Improving rates of honors program completion is a goal of virtually all honors directors and deans, and research can help identify and evaluate promising strategies. A number of recent empirical studies have investigated predictors of program completion, including students' admission credentials and honors program features. Though specific…

While studies of predictive factors for success in honors have been increasingly creative and expansive on what these factors might include, they have rarely challenged the dominant, virtually monolithic definitions of success. The majority of studies measure success either by collegiate grade point averages (GPAs) or retention rates in honors,…

Admission to honors programs is competitive and typically relies heavily on the applicant's high school grades and SAT scores. Research shows that of the two criteria, the stronger predictor of performance in an honors curriculum is the high school record, which would imply that grades should receive the greater emphasis. We surveyed current…

Since SAT and ACT tests have been long-suspected and then shown to contain class and race biases while not accurately predicting retention, the Schedler Honors College at the University of Central Arkansas (UCA) shifted to a holistic, multi-criterion selection process, de-emphasizing standardized tests, and then analyzed the outcomes. This essay…

The focus of this research is to evaluate the relationship between advanced high school science courses and college outcomes, with a focus on the benefit of Advanced Placement Program® (AP®) participation and performance in comparison to other high school options (e.g., dual enrollment, honors, and regular science high school courses). Although…

Few studies have looked at the consequences of standardized writing tests to students' understanding of what it means "to be" a competent writer. Using research techniques drawn from performance studies and art therapy, this qualitative study of middle class, honors students invited them to explore their understanding of what it means to…

First-year grade point average (FYGPA) is an oft-referenced outcome criterion for assessments of the predictive validity of a variety of admissions mechanisms. Unfortunately, few studies examine the relationship between FYGPA and long-term outcomes such as graduating grade point average and six-year graduation. Influenced by Wilson's (1980)…

This study examined factors that impact African American students' participation in honors level courses and gifted programs. It also explored common trends that exist with students in honors level courses. From the findings, it is hoped that this study can contribute to an increase in the representation of African American students in gifted…

This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the…