SCORES

This paper attempts to identify some of the variables associated with performance of undergraduate business students with the possi-bility that the results might be used to establish some quantifiable criteria for admissions and counseling purposes. It is revealed that both high school grades and college entrance examination scores are directly associated with college performance. However, it appears reasonable to believe that college entrance examination scores are more significant and important in influencing the variation in college performance than are high school grades. AVERAGE scores of college bound high school students on the Scho-lastic Aptitude Test (SAT) of the College Entrance Examination Board (CEEB) have declined for the past 11 years, including a record drop of 10 points on the Verbal section and 8 points on the Mathe-matical section in 1975 over 1974. This drop has created a deep concern for many college administrators simply because they have accepted the aptitude test scores of high school students as one of the two most important indicators of academic success in undergraduate education for the past two decades or more, although there has been some debate about the validity of the aptitude test scores as a predictor of academic success in college. In recent years, the heated debate over the effectiveness of the aptitude tests as predictors of academic success in college, and over some other aspects of the tests, has been intensified without adequate statistical testing on the relationship between these two variables (An