Predicting success in a minority engineering program

Abstract

The purpose of this study was to investigate two frequently used selection variables, high school grade point average (GPA) and ACT composite test score, as predictors of success in the Increasing Diversity in Engineering Academics (IDEAs) minority engineering program (MEP) at The University of Akron. Data from 48 minority students who participated in the MEP were used in the analysis. The only significant predictor of graduation with an engineering degree was high school GPA. Both high school GPA and ACT scores were significantly correlated with undergraduate GPA. Although they could not be statistically analyzed, both the completion of the first calculus course and number of hours attending mandatory study halls were critical to success in the IDEAs program.