A Longitudinal Cross Validation of a Basic Skills Testing Remediation Paradigm for Older, Reentry College Juniors.

Autor/inn/en	Suddick, David E.; Collins, Burton A.
Titel	A Longitudinal Cross Validation of a Basic Skills Testing Remediation Paradigm for Older, Reentry College Juniors.
Quelle	(1986), (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Academic Standards; Basic Skills; College Students; Comparative Analysis; English; Higher Education; Language Skills; Longitudinal Studies; Mathematics Skills; Minimum Competency Testing; Prerequisites; Reentry Students; Refresher Courses; Student Attrition; Upper Division Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Basic skill; Grundfertigkeit; Collegestudent; English language; Englisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Voraussetzung; Zweiter Bildungsweg; Wiederholungskurs; Schülerbeurlaubung
Abstract	A basic-skills testing remediation model for older, reentry college juniors was studied longitudinally and cross-validated against previous findings. Attention was directed to the rates of academic success and attrition for students entering an upper-division university in 1981 as juniors and seniors and majoring in business administration. The outcomes for this population were compared to those of students entering college in 1980. Both groups were studied for 3 years. Skills were assessed by the "Test of Standard Written English and by algebra tests of the "Descriptive Tests of Mathematics Skills." Students not meeting minimum competency levels were required to pass English or mathematics courses. Of 138 juniors and seniors entering in 1981, 95 met requirements of the test remediation policy by passing the examinations and/or equivalent courses. Students meeting the basic skills requirements had higher grade point averages and lower attrition rates than those not meeting the requirements. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC