A correlational study regarding COMPASS' ability to predict GPA at a Western Wisconsin Technical College

Abstract

From a historical perspective, college admissions testing has been utilized since the 14th century. Preparation and entrance requirements for a particular college has changed over the subsequent centuries. In the United States, college admissions began regulations in response to the growing aversion to diverse methods of college preparation. College admission boards were established and standardized testing for student academic success has been utilized at most colleges and universities since the 21st century (Promfret,1975). The Computerized-Adaptive Placement Assessment and Support System (COMPASS) is a comprehensive software and operational support package developed by the American College Testing program (ACT) to help post-secondary institutions place students into appropriate entry level courses and to diagnose specific strengths and weaknesses in potential students. Wisconsin Indianhead Technical College (WITC) is a public, post-secondary educational institution that offers associate degrees, technical diplomas, certificates and non- credit courses to residents of northwestern and eastern Minnesota. Admissions into WITC involves meeting for an interview with a counselor and examining factors such as ACT scores, previous grades, and other standardized tests such as COMPASS to assess potential students for admissions. The purpose of this correlational study is to determine if COMPASS assessment scores accurately predict first-year student success or GPA. The hypothesis in the study is: no significant relationship exists between the COMPASS scores and GPA of first-year technical college students at Wisconsin Indianhead Technical College. The subjects will consist of first-year students with full COMPASS scores (i.e. reading, writing, and math). COMPASS scores and GPA data will be analyzed using the Statistical Package of Social Sciences (SPSS) by way of linear regression. A variety of research has been conducted focusing on college admissions testing, but none of the studies looked specifically at the use of COMPASS reading, writing, and math components in the Wisconsin Technical College System. An unstructured research project reviewed archival records of students and it appeared that a lack of correlation exists between COMPASS scores and GPA, (Grade Point Average) of first-year technical college students at Wisconsin Indianhead Technical College. To determine if this assessment accurately predicts the academic success (AKA: Grade Point Average or GPA) of first-year students, this research will compare COMPASS scores of first-year students with their GPA.