Date of Award
1-1-2025
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Kerry B. Melear
Second Advisor
Phillis George
Third Advisor
Whitney Webb
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This study examined the predictive value of college entrance exams specifically the ACT and SAT on the academic retention of domestic, first-time, full-time freshmen at the University of Mississippi. With the rise of test-optional admissions models, particularly during and after the COVID-19 pandemic, this research investigates whether standardized test scores remain relevant in forecasting student success, defined by persistence from freshman to sophomore year and academic performance measured through GPA in the first and second semesters. Drawing upon a conceptual framework that includes pre-college characteristics, standardized assessments, and early academic performance, this study challenges the long-held assumption that standardized exams are reliable indicators of college success. The literature review reveals that while high school GPA and test scores may correlate with initial academic outcomes, their effectiveness in predicting long-term retention is increasingly contested. Historical and legal contexts, including the legacy of Ayers v. Fordice and contemporary debates such as Students for Fair Admissions v. Harvard, provide a broader lens through which equity and access in admissions are evaluated. By analyzing institutional data and considering the socio-emotional and structural factors influencing student persistence, this research contributes to ongoing conversations around holistic admissions and advocates for data-driven, inclusive approaches to evaluating student potential in higher education.
Recommended Citation
Corner, James D., "The Predictive Value of College Entrance Exams on Retention of Domestic, First-Time, Full-Time Freshman at The University of Mississippi" (2025). Electronic Theses and Dissertations. 3264.
https://egrove.olemiss.edu/etd/3264