Abstract
Increasing numbers of Southern African school children seek entrance to international schools. Entrance procedures to these schools are a cornerstone event and should be further investigated. Consequently the current admission procedures used by a southern African international school were evaluated and compared with those of selected other international schools. The research group consisted of 69 learners (30 boys and 39 girls) from different racial groups. Multiple regression analysis was used to determine the best combination of predictive variables for academic achievement. Results indicated that the admission procedures compared favourably with those of the other international schools, and that the entrance tests had a significant predictive value. The Culture-Fair Intelligence Test (Scale 2 Form A) appeared to have more predictive value than the MAT-SF for academic achievement. Academic performance was best predicted by a combination of the Culture-Fair Intelligence Test (Scale 2 Form A), the MAT-SF, the English proficiency test and the form (level of progress in school) of students. (South African Journal of Education: 2003 23 (3): 206-211)
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