Admissions and plebe year data as indicators of academic success in engineering majors at the United States Naval Academy

Abstract

This research analyzes the relationship between academic success in high school and at the freshman collegiate level and academic performance in engineering majors at the United States Naval Academy (USNA). The study developed predictive models on success and achievement in engineering by examining nine intellective and ten non-intellective variables. The purpose of the project is to contribute to the improvement of academic advising for students considering engineering majors and thus improve student retention. Regression models are estimated for USNA classes of 1997 through 2000 (N=1,648). Three models are estimated to predict completion of an engineering degree, completion of an engineering degree having achieved superior academics, and cumulative quality point rating. Analysis of various explanatory variables shows that a positive relationship exists between early academic success in math and science at the collegiate level and overall success in an engineering major. First semester academic quality point rating was the single most predictive variable in all models.