<p>Research on what predicts what in terms of college success shows that prediction is likely only when like predicts like. That is, only if the classes in high school are conducted the same as in college and the requirements are similar, do grades predict grades. Likewise for the standardized tests, they only predict how one will do given that similar types of tests are used. At Chicago, the role of discussion, argument, and writing is emphasized, which is why so much emphasis is placed on essay writing in the admissions process. </p>
<p>A recent president at Harvard stated that he felt the evidence suggested that a student who scored a 650 on the SAT verbal could do very well there. Test scores and grades are not necessarily used to predict college academic success, but as a basis for selecting a class that will eventually go on to be successful and reflect well on the school regardless of the school or curriculum (which is precisely what the studies show).</p>
<p>I was a TA at Chicago, we graded very hard, and designed tests that required students go well beyond simple mastery of the content to earn an A. A’s were rare. The real grade inflation was in the awarding of B’s. By making sure one does steady work, a B was always within reach. Carefully taking at least a few classes were A’s are possible, a 3.25 is in reach. In my experience, the difference between a B at Chicago, and at other similar schools, is that Chicago (with some exceptions) requires one to attend regularly, turn in the work, and of course take the exams. At some other schools, reviewing prior to an exam with a TA often is enough to attain a B or B+. For one person’s recent experience see <a href=“http://www.theatlantic.com/doc/200503/douthat[/url]”>http://www.theatlantic.com/doc/200503/douthat</a></p>