Pre-instruction indicators of potential success in introductory physics courses

We have administered a number of diagnostic pre-instruction tests to introductory college physics students at three campuses of two universities, including measures of mathematical skill, scientific reasoning ability, and physics knowledge. In addition, we have recently re-analyzed additional related data from two other universities. We will report on the extent to which students' relatively high performance on these various pre-instruction indicators is associated with attainment of high grades in their introductory physics courses. We do find in many cases a significant positive relationship, but note that factors such as motivation, class participation, and consistent effort may also play a significant role.