ADULT UNDERGRADUATE STUDENTS - EVALUATING THE APPROPRIATENESS OF A TRADITIONAL MODEL OF ACADEMIC-PERFORMANCE

Adult learners (age 25 or older) now comprise approximately 40 percent of undergraduate enrollment. However, predictive models of undergradu ate academic success are usually based on traditional young undergradu ate students, presenting a problematic picture for the adult undergrad uate population. Past research indicates that many older adult learner s enter higher education from family backgrounds that tend to place th em at an academic disadvantage, bring with them deficiencies in academ ic skills, and are less involved in academic and social aspects of cam pus life. Therefore, conventional wisdom would suggest that older stud ents should have lower cumulative grade-point averages than younger st udents. However, past research on academic performance of adult underg raduates does not substantiate this prediction. This study focused on the validity of generalizing a traditional model of academic performan ce to older adult students. Results from this study indicate that a tr aditional model of academic performance prediction is inappropriate fo r use with older adult undergraduates.