| Title: |
Predictive Validity: Post-Secondary Enrollment. Research Brief |
| 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 |