Predicting Academic Achievement Among Specially Admitted Black Female College Students

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Abstract
Reports have indicated that minority students generally perform well in predominantly white colleges, in spite of low scholastic apti tude test scores. Although the cost of underpredicting their achieve ment has been discussed, the actual incidence of this under prediction seldom has been investigated. By means of stepwise multiple regression analysis, the relationship between college grade- point average (GPA) as the dependent variable and selection predic tor variables—high school rank, the Verbal score and Mathematics score on the College Board Scholastic Aptitude Test (SAT-V and SAT-M)—was evaluated in a sample of black female under graduates who initially had not been accepted by but later were ad mitted to a predominantly white liberal arts college. Results showed that after 8 semesters, 19 percent of the students withdrew or were transferred to another institution, 52% were graduated and 27% were dismissed for academic reasons. Stepwise regression analysis, using SAT-M, SAT-V and high school rank as predictors revealed a coef ficient of multiple determination ( R2) of .22. High school rank con tributed the greatest proportion of the variance to R2 (.14). SAT-V and SAT-M scores furnished increments of .07 and .01 respectively. The need to identify predictors other than high school rank and SAT-V or SAT-M scores is stressed and the injustice of under prediction is emphasized.

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