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This study evaluates how institution-specific SAT Total percentiles—5th, 10th, and 15th—together with high school performance can identify students who benefit from early advising, support appropriate advisor caseloads, and improve second-year retention and completion. 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MARINI & EMILY J. SHAW  \nTable of Contents  \nAbstract .......................................................................................................................5  \nIntroduction .................................................................................................................5  \nMethodology.................................................................................................................7  \nSample .....................................................................................................................7  \nTable 1: Student Sample by Demographic Characteristics.....................................8  \nInstitutional Characteristics ...................................................................................8  \nTable 2: Institutional Sample Characteristics........................................................8  \nMeasures ..................................................................................................................9  \nAnalyses ...................................................................................................................9  \nInferential Analyses .............................................................................................. 10  \nResults....................................................................................................................... 11  \nFigure 1: Average Institutional Percentile (Dot) With Minimum and Maximum Institution Thresholds (Lines), by Institutional Characteristics............................. 11  \nAverage Pre-College Performance Across Groups...................................................... 12  \nTable 3: Average HSGPA and SAT Total Scores by the Three Thresholds and the Four Groups............................................................................................................ 12  \nDescriptive Statistics ............................................................................................... 12  \nCollege Grades .................................................................................................... 12  \nFigure 2: College GPA by Different SAT Total Score and HSGPA Percentiles.......... 13  \nFigure 3: Percent of D, F, or W Grades by Different HSGPA Percentiles and SAT Total Score Percentiles............................................................................................. 14  \nRetention ............................................................................................................ 14  \nFigure 4: Retention Rates by Different HSGPA Percentiles and SAT Total Scores Percentiles....................................................................................................... 15  \nInstitution Characteristics........................................................................................ 15  \nCollege Grades .................................................................................................... 15  \nFigure 5 : First-semester Collegiate GPA by Different HSGPA Percentiles, SAT Total Score Percentiles, Institutional Selectivity, and Public or Private Institution.......... 16  \nFigure 6: Percent of first-semester D, F, or W grades by Different HSGPA Percentiles, SAT Total Score Percentiles, Institutional Selectivity, and Public or Private Institution............................................................................................. 18  \nRetention Rates ................................................................................................... 18  \nFigure 7: Rates of Retention by Different HSGPA Percentiles, SAT Total Scores Percentiles, Institutional Selectivity, and Public or Private Institution................... 19  \nInferential Results ................................................................................................... 19  \nDiscussion .....................................","cbCaijQYcBxaWWxd","https://ap.wps.com/l/cbCaijQYcBxaWWxd","pdf",1966423,27,"English","# Abstract\n# Introduction\n# Methodology\n## Sample\n# Measures\n# Analyses\n## Inferential Analyses\n# Results\n## Average Institutional Percentile\n## Average Pre-College Performance Across Groups\n# Discussion\n# Conclusion\n# References\n# Appendices\n## Collegiate Grade Outcomes","[{\"question\":\"How does early academic advising affect student transition outcomes?\",\"answer\":\"Early advising and support services can ease the shift from high school to college, leading to stronger student outcomes and higher second-year retention.\"},{\"question\":\"What does the study use to identify students needing early advising?\",\"answer\":\"The study examines institution-specific SAT Total score percentiles (5th, 10th, and 15th) and high school performance to determine which students would benefit most from early intervention.\"},{\"question\":\"Why might institutions use simpler percentile-based approaches instead of complex models?\",\"answer\":\"Not all institutions can develop sophisticated predictive models, so percentile-based identification can help allocate advisors' caseloads more appropriately and still improve retention and completion.\"}]","Using the SAT® to Support Student Success in the Transition to College | PDF",1792050673,68]