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Institutions of higher education will generally use standardized testing such as ACT, to act as a guide for establishing student eligibility for college, and also as a determining factor in predicting academic success (Pike & Kuh, 2005). According to Terenzini et al (1996) first-generation college students ACT exam scores are much lower than non first-generation college students. Terenzini et al, found that first-generation college students’ reading, math, and critical thinking skills, were much lower than non first-generation colleges students, which have a negative effect on ACT performance. The same study by Terenzini et al, disclose that first-generation students ACT scores are steadily rising, however, their scores continue to fall behind those of non-first-generation students.Data from Harrell and Forney (2003) study found that not only first-generation students perform poorly on the ACT exam, but minorities, such as African-Americans and Hispanics ACT exam scores were disappointingly lower, than other ethnicities. In 2009, approximately 1.5 million students took the ACT exam (Supiano (2009). Of the 1.5 million ACT exam takers, African-American and Hispanics accounted for approximately 20 percent, and first-generation accounted for 35 percent (Supiana, 2009). First-generation students along with African-Americans, and Hispanics, had the lowest average scores in critical thinking, reading, and mathematics, when compared to non first-generation students and other ethnicities


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