Student performance in an introductory soils class, Principles and Practices of Soils, at Texas Tech University was evaluated for 15 semesters as a function of several high school and college variables on course success. The variables evaluated were SAT score, percentile rank in high school class, high school chemistry background, major, gender, and academic semester in which the class was taken. Two variables, semester the class was taken and high school chemistry, were not significantly related tothe final grade achieved in the course. All other variables were significant. Stepwise multiple regression indicated that each participant's high school ranking and SAT score accounted for 19.4% of the variation. A one-unit decrease in percentile rank resulted in a 1.5 increase in final grade achieved, holding the other variables constant. Similarly, SAT score contributed statistically to the regression equation, but to a much lesser extent.
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