Relationship between English Proficiency Test Scores and Academic Success at the University of Hawai‘i at Mānoa

Abstract

This study compared the relationship between English language proficiency (ELP) test scores and academic success at the University of Hawai‘i at Mānoa (UHM) and evaluated whether academic outcomes differed for students who entered on the basis of different tests. Locally, this represents one step in evaluating the validity of using the Duolingo English Test (DET) in admissions decisions. More broadly, it fills a gap in the literature by examining outcomes in a new context (a large, public, less selective university in the US), including a newer test (DET), and covering a wider range of ELP scores than is typically represented in such research. In addition to GPA as an indicator of student success, this study considered proportions of students on academic probation or withdrawing in relation to test submitted, and also made comparisons to international students who were exempt from submitting an ELP score for admission. Further, it compared students admitted unconditionally with higher ELP scores, to those with lower ELP scores admitted contingent upon further English language instruction. Findings are relevant to discussing valid use of DET alongside IELTS and TOEFL in admissions at UHM, while incorporating academic outcomes indicators beyond score correlations with GPA.