Predictive Validity: Post-Secondary Enrollment. Research Brief
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| Title: | Predictive Validity: Post-Secondary Enrollment. Research Brief |
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| Language: | English |
| Authors: | Juliana Pacicco, Josh Rew, Oregon Department of Education |
| Source: | Oregon Department of Education. 2025. |
| Availability: | Oregon Department of Education. 255 Capitol Street NE, Salem, OR 97310-0203. Tel: 503-947-5600; Fax: 503-378-5156; Web site: https://www.oregon.gov/ode/reports-and-data/Pages/default.aspx |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Grade 11 High Schools Secondary Education |
| Descriptors: | English Instruction, Language Arts, Mathematics Achievement, Academic Achievement, College Enrollment, Prediction, Validity, Scores, Postsecondary Education, Grade 11, Achievement Tests, Standardized Tests, State Standards |
| Geographic Terms: | Oregon |
| Abstract: | This study examines how student performance in English Language Arts (ELA) and Mathematics predicts later college enrollment. The results show a strong and consistent relationship over time: students who score at the highest performance level are more than twice as likely to enroll in college compared with students scoring at the lowest level. Mathematics performance is a stronger predictor of enrollment in four-year colleges than in two-year colleges, and it also remains more influential than ELA when both subjects are considered together. Students with high mathematics scores are likely to enroll in a four-year college even if their ELA scores are lower, while high ELA performance alone is less strongly associated with four-year college enrollment. These findings suggest that mathematics proficiency plays a particularly important role in shaping postsecondary pathways. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676907 |
| Database: | ERIC |
| Abstract: | This study examines how student performance in English Language Arts (ELA) and Mathematics predicts later college enrollment. The results show a strong and consistent relationship over time: students who score at the highest performance level are more than twice as likely to enroll in college compared with students scoring at the lowest level. Mathematics performance is a stronger predictor of enrollment in four-year colleges than in two-year colleges, and it also remains more influential than ELA when both subjects are considered together. Students with high mathematics scores are likely to enroll in a four-year college even if their ELA scores are lower, while high ELA performance alone is less strongly associated with four-year college enrollment. These findings suggest that mathematics proficiency plays a particularly important role in shaping postsecondary pathways. |
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