Using Discriminant-Function Analysis to Predict Student Success

A study was conducted to determine whether a specific set of factors could be used to predict a student's success in completing an introductory English course in the general education curriculum at a small southern university. The sample included first-time freshmen enrolled during seven semesters (n =942). Variables were: (1) completion of the prerequisite requirement for the English course; (2) student age; (3) ACT Assessment composite score; (4) ACT reading score; (5) part-time or full-time status; (6) public or nonpublic state high school; (7) gender; and (8) traditional or General Educational Development high school diploma. Very few statistically significant relationships were found between various predictor variables and student success or failure. The study did not validate the need for current prerequisite for first college English courses. Results suggest that the current developmental education may not be providing the preparation needed for successful completion of beginning English courses. The model did confirm prior findings that ACT subscores are a valid predictor of success. (Contains 15 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. rnNtrt 4.