Abstract
The objective of this paper was to develop and demonstrate an empirical method of estimating the validity of course prerequisites. By comparing the distributions of grades in upper division classes for students who had and who had not completed the "necessary" subject matter prerequisites with a multivariate analysis of variance procedure known as step-down analysis, it was possible to determine the actual importance of these lower division courses for future academic success. Grade point average was found to be the variable most closely associated with the level of performance in the target courses, whereas the percentage of prerequisites accounted for approximately two per cent of the variance. Results of this investigation were examined in the light of possible revisions in educational policies governing admission requirements to upper division courses.
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