A Study of the W Grade at Southwestern College, Fall 1971.

Autor/in	Galvin, Kevin
Institution	Southwestern Coll., Chula Vista, CA.
Titel	A Study of the W Grade at Southwestern College, Fall 1971.
Quelle	(1973), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Dropout Characteristics; Failure; Grading; Institutional Research; Low Achievement; Postsecondary Education; Research Reports; Student Characteristics + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Institutionelle Forschung; Unterdurchschnittliche Leistung; Post-secondary education; Tertiäre Bildung; Research report; Forschungsbericht
Abstract	The purpose of this study was to identify the factors in attrition over which Southwestern College might exercise some control and through which experimentation could be conducted toward changing the patterns of attrition. Data were gathered from college files on every student who withdrew from one or more classes for the fall 1971 semester. A comparison was then made between the characteristics of the withdrawing student and those of the total student population. The comparison showed that minority students, day students, full-time students, students between 18 and 25 years old, and students receiving financial aid tended to withdraw at a significantly higher rate. Sex and units completed were not significantly related to student withdrawal. However, minority students did not withdraw from the college at a significant rate. The study indicates a relationship between W grades and ability. Forty-eight percent of the total student population received a W grade, but students who made up the Dean's List for fall 1971, representing 11% of the total student population, accounted for only 5% of the W grades. That marginal students receive W grades in place of D's (and the no longer used F grade) is suggested by the fact that students are still being disqualified at approximately the same rate as before the F grade was abolished. (KM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01