Predictor variables of academic success for first-time freshmen at Clemson University (South Carolina)

The traditional preadmission variables of admission test scores, predicted grade point ratio, high school grade point ratio, standardized class rank, and gender are evaluated in this study for significance as predictor variables for first-time freshmen grade point ratio for the Fall of 2000. The Office of Undergraduate Admissions at Clemson University provided the data set for the first-time Fall Freshmen Class of 2000 on the traditional preadmission variables. The Academic Support Center at Clemson University provided the matching archived data from the Clemson University Student Data Warehouse for the Fall 2000 semester hours attempted and end of fall semester grade point ratio for the same freshmen.; The nontraditional preadmission variables considered for significance as predictor variables of academic success were measured using the Learning Combination Inventory II developed by Johnston and Dainton (1995). The Learning Combination Inventory II is designed to produce scores on the sequential, precise, technical, and confluent learning patterns of persons from kindergarten through the professional adult level.; Higher SAT M, Predicted Grade Point Ratio, High School Grade Point Ratio, and ACT scores are predictors of first-time freshmen for the fall of 2000 earning a 2.0 or greater Grade Point Ratio (GPR). Gender (male) is a predictor of the first-time freshmen earning less than a 2.0 GPR. Also, it was determined that the higher the technical scores on the Learning Combination Inventory II, the more likely the first-time freshman earned less than a 2.0 GPR for fall semester of 2000 at Clemson University.