A Comparison of the "Educationally Disadvantaged" Students Receiving Tutorial and Counseling Assistance with Students Accepted Through Regular Admission and Do Not Receive Any Tutorial Or Counseling Assistance.

Autor/in	Morrison, Lonnie
Institution	State Univ. of New York, Oswego. Coll. at Oswego. Coll. of Arts and Sciences.
Titel	A Comparison of the "Educationally Disadvantaged" Students Receiving Tutorial and Counseling Assistance with Students Accepted Through Regular Admission and Do Not Receive Any Tutorial Or Counseling Assistance.
Quelle	(1974), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Admission; College Freshmen; College Programs; College Students; Compensatory Education; Counseling Services; Educationally Disadvantaged; Grade Point Average; Graduation; Program Evaluation; Special Programs; Tutorial Programs; New York + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Studienanfänger; Studienprogramm; Collegestudent; Kompensatorischer Unterricht; Abschluss; Graduierung; Programme evaluation; Programmevaluation; Sonderpädagogische Förderung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	This study was undertaken to evaluate the State University College at Oswego's special program to determine the degree to which the program has enhanced the academic success of special program students. Twenty male and 20 female students were randomly selected from each of three classifications of the 1970 freshmen class: regularly admitted students, educational opportunity program students, and regional service program students. The college data included such information as semester grade report averages, cumulative grade point averages, credits attempted, credits completed, number of times on probation, and number of times disqualified and reinstated. The data suggest that special program students earn lower cumulative grade point averages, more failing grades, and credits at a slower rate than regularly admitted students. However, the results indicate that the Office of Special Programs, with its supportive services, has been fairly successful in enhancing the academic achievement of persisting special program students. In addition, the study supports the argument that the chances for success for educationally disadvantaged students are greatly increased when they are placed in a program designed to meet their academic, financial, cultural, and social needs. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC