cover image: Academic Performance of Enrolled Learning Disabled and Nonlearning Disabled University Students Classified by Two Objective Admission Criteria.

Academic Performance of Enrolled Learning Disabled and Nonlearning Disabled University Students Classified by Two Objective Admission Criteria.

The study explored the qualifications of learning-disabled college students by examining the academic performance (first year grade point average--GPA) of 179 learning-disabled and 249 nonlearning-disabled students classified by two objective admission criteria--either Scholastic Aptitude Test (SAT) or high-school class rank. Overall, the scores of the learning-disabled group were approximately .5 standard deviations lower than those of nondisabled students for high-school percentile rank, SAT verbal, SAT math, and first year GPA. Stepwise multiple regression analyses showed that high-school academic achievement was the best predictor of college GPA, with SAT verbal scores also contributing to the prediction. SAT math scores and learning-disabled versus nonlearning-disabled categorization did not add to the prediction of college academic performance. An additional comparison of high and low academically achieving learning-disabled and nondisabled students found that percentile rank in high school class correctly classified 92% of low academically achieving learning-disabled students but only 28% of the high-achieving students. Includes 8 tables/figures and 13 references. (DB)

Authors

Wilczenski, Felicia L., Gillespie-Silver, Patricia

Assessments and Surveys
SAT (College Admission Test)
Peer Reviewed
F
Publication Type
['Speeches/Meeting Papers', 'Reports - Research']
Published in
United States of America

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