The Open Door--Revolving; A Study of Courses Completed and Credits and Grade Point Averages Earned by Evening and Special Class Students, 1964-65 -- 1967-68.

Autor/in	Kanun, Clara
Institution	Minnesota Univ., Minneapolis. General Extension Div.
Titel	The Open Door--Revolving; A Study of Courses Completed and Credits and Grade Point Averages Earned by Evening and Special Class Students, 1964-65 -- 1967-68.
Quelle	(1970), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Dropouts; Analysis of Variance; Attendance; College Credits; Comparative Analysis; Day Students; Educational Certificates; Enrollment; Evening Students; Extension Education; Longitudinal Studies; Persistence; Special Programs; Statistical Data; Summer Programs + Suchen Sie Ihr Suchwort? Anwesenheit; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Bildungsabschluss; Schulzeugnis; Einschulung; Erweitertes Bildungsangebot; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausdauer; Sonderpädagogische Förderung; Sommerkurs
Abstract	In this longitudinal study at the University of Minnesota General Extension Division, four groups of registrants in evening classes were compared on credits and grade point averages earned. Comparisons involved 1964-65 evening class registrants only, persistent registrants, and those also participating, or not participating, in day classes. Emphasis was placed on the relationship and overlap of day and evening registrations; variance by course status and/or certificates, completion, and (for day students) colleges or divisions attended, were also noted. In keeping with the first part of this study, the findings tended to indicate that the majority of evening class registrants enroll for and complete a few credits every year, while more persistent registrants approach the evening class program as an opportunity for degree or certificate completion. (The document includes 19 tables and one reference.) (LY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC