Nool, Nelvin R., Ladia, Maria Agnes P., Corpuz, Niño B., & Embesan, Socrates A. (2017). Exploring the Validity of TSU College Admission Test in Predicting Graduates’ LET Performance. Paper presented at the In-house Review of Completed Researches, Tarlac State University, Tarlac City. 1 Exploring the Validity of TSU College Admission Test in Predicting Graduates’ LET Performance Nelvin R. Nool,* Maria Agnes P. Ladia, Niño B. Corpuz and Socrates A. Embesan College of Education, Tarlac State University, Tarlac City, Philippines *nelvinrnool@gmail.com ABSTRACT This study analyzed the validity of TSU college admission test (CAT) in predicting graduates’ performance in the licensure examination for teachers (LET). The descriptive- correlational research design was employed to examine the components of CAT that significantly predict LET performance of BEEd and BSEd graduates. Results revealed that the BSEd graduates had higher mean scores than the BEEd graduates in the eight components of admission test. Moreover, the BSEd graduates had higher mean ratings and passing percentages in general education, professional education, specialization and average ratings. Among the seven specializations in BSEd, the English majors obtained the highest mean rating and passing percentage, while MAPEH and Filipino majors were the lowest. Regression analysis showed that English language ability, verbal reasoning and numerical ability were the components of admission test that significantly predict LET performance. Setting the average score in these three components to 50 or higher ensures success in the LET. Results of the study provide empirical basis in revising the College admission policy and significant inputs to enhance curriculum and instruction towards the attainment of the College goal to be a center of excellence in teacher education. Keywords: licensure examination for teachers (LET), LET performance, college admission test (CAT) INTRODUCTION Selective admission has been implemented in most universities and colleges around the world. Due to a large number of student applicants in tertiary level, admission policies have been implemented by higher education institutions to screen and accept quality students. College entrance examinations have been found to be a significant predictor of academic success. In Finland, Häkkinen (2004) examined which factors predict academic performance at university and the results showed that entrance exams predicted both graduation and the number of study credits better than past performance in the fields of engineering and social sciences. In China, Bai, Chi and Qian (2014) analyzed how well the National College Entrance Examination (NCEE) score predicted college academic success of students from two universities. Their findings revealed that NCEE total score significantly predicted undergraduate students’ grade point average in college. In Japan, He et al. (2015) conducted a study to compare medical students’ entrance examination scores for a school and their grades following admission. Their results revealed that English test scores for the entrance examination were significantly correlated to academic performance in many subjects.