Abstract
This study examined how gender; race/ethnicity; language; socioeconomic status; California Standards Test (CST) scores in mathematics, science, and ELA; and California High School Exit Exam mathematics predict college-ready results on the Early Assessment Program (EAP) in mathematics in urban areas of southern California. Approximately 1,700 high school students with nearly 45 teachers participated in this study. Logistic regression and discriminant analysis were used for this research, and the results showed that most variables were not significant predictors to students’ passing the EAP, except the CST science exam. However, discriminant analysis shows that CST science and CST mathematics contribute most to distinguishing those who are college ready, using these predictors.
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