This study examined the relationships between English language proficiency (ELP) test scores and academic success at the University of Hawai‘i at Mānoa (UHM) and considered whether academic outcomes differed for students who entered on the basis of different tests. Building on Isaacs et al. (2023), this study notably includes data on the use of Duolingo English Test (DET) in admissions decisions. More broadly, it fills a gap by examining outcomes in a new context (a large, public, less-selective U.S. university), using data from Fall 2022 and later when instruction was delivered primarily in-person after COVID, and covering a wider range of ELP scores than is typically represented in such research. In addition to GPA as an indicator of success, this study considered proportions of students who faced a negative academic action (academic probation or withdrawal) in relation to test submitted and made comparisons to international students who were exempt from submitting ELP scores. Students admitted unconditionally with higher ELP scores were also compared to those admitted conditionally with lower scores and further English language instruction requirements. Findings are relevant to valid use of the DET, IELTS, and TOEFL in admissions, and advance research on the topic by incorporating academic outcomes indicators beyond GPA.
McGehee et al. (Wed,) studied this question.