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The relationship between pre-enrollment factors and PROMISE success [electronic resource] /

by Stemple, James R.

Abstract (Summary)
The Relationship Between Pre-enrollment Factors and PROMISE Success Jimmy R. Stemple The purpose of this study was to determine which pre-enrollment factors in high school contribute to PROMISE success in the West Virginia PROMISE Scholarship Program, using the 2002-2003 inaugural class of PROMISE scholars at West Virginia University. PROMISE success was achieved if a scholar attained at least a 2.75 grade point average and passed at least 30 hours during the fall and spring semesters of his or her freshman year. PROMISE scholars who accomplished both of these requirements were eligible to retain the scholarship for the following year. This investigation examined high school transcripts, standardized test scores, college grade point averages, and college hours passed of 1,253 PROMISE scholars attending West Virginia University. The data were analyzed by conducting 57 t-tests and chi-square tests. The results of these analyses showed that PROMISE success had significant relationships with the following variables: passing at least one Calculus class in high school, passing at least three foreign language classes in high school, passing at least three laboratory science classes in high school, passing at least two Pre-Calculus, Trigonometry, or Calculus classes in high school, passing at least one Advanced Placement test, ACT Composite scores of at least 22, ACT Math scores of at least 20, SAT Cumulative scores of at least 1050, high school grade point average of 3.25 or higher, receiving college credit while in high school, and Expected Family Contribution of $10,000 or higher.
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Advisor:

School:West Virginia University

School Location:USA - West Virginia

Source Type:Master's Thesis

Keywords:scholarships student aid academic achievement promise

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