This study examines the exam system that was introduced in 2018 and is currently being implemented in the High School Entrance System in Türkiye. This last exam system applied in the entrance to high schools has been put into practice in an ambitious way. In addition, this study examines the high school entrance exams in Türkiye from a historical perspective and examines the practices up to the present day. Similarly, the practices in some countries regarding the transition to high schools are also included. The sample consists of five years of retrospective data obtained from the archive of the exam results of the students of a secondary school in the Western Black Sea region The sample consists of 742 students. Multiple linear regression analysis was performed based on the number of correct answers from different tests that these students answered in the exam. The purpose of this study is to test whether the number of correct answers given to multiple-choice test questions from different fields predicts the number of correct answers given to Turkish test questions. A hierarchical model was used in these analyses. First of all, multiple linear regression assumptions were tested and after it was confirmed that the data met these assumptions, the analyses were started. In these analyses conducted with the hierarchical model, five models were created. All of these five models were found to have the power to statistically predict the correct answers in the Turkish test. In addition, it was found that the number of questions answered correctly in the test of numerical courses as well as verbal courses predicted the number of correct answers in the Turkish test. These findings can be seen as an indication that the question styles asked in the tests, that is, the questions prepared for understanding, are compatible with each other throughout the test.

Predicting success, High school entrance process, Turkish course success.