A study of college entry for race and sex groups by the Blau and Duncan status attainment model is evaluated. Variables were: (1) family status, (2) standardized test performance, (3) senior rank, (4) high school curriculum, (5) significant others, (6) perceived college ability, (7) educational expectations, and (8) college attendance. (Author/MLW)

This study investigated the efficacy of noncognitive variables and academic background for the prediction of college grade performance and persistence. A total of 7,377 new first-year college students participated in the study, completing demographic questionnaires at the start of the school year. Data were also collected on American College Test…