A Curricular Experiment for Underprepared Minority Students: An Evaluation of the General College Pilot Educational Packages (PEP). Final Report, 1979-1980. Appendix A.

Autor/inn/en	Romano, Joan L.; Garfield, Joan B.
Institution	Minnesota Univ., Minneapolis. General Coll.
Titel	A Curricular Experiment for Underprepared Minority Students: An Evaluation of the General College Pilot Educational Packages (PEP). Final Report, 1979-1980. Appendix A.
Quelle	(1980), (93 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Academic Persistence; American Indians; Basic Skills; Black Students; Career Planning; College Attendance; College Students; Cultural Context; Educational Counseling; Educationally Disadvantaged; Ethnic Groups; High Risk Students; Higher Education; Interdisciplinary Approach; Latin Americans; Learning Modules; Mexican Americans; Minority Groups; Pilot Projects; Program Evaluation; School Holding Power; Student Attrition; Student Characteristics; Student Evaluation; Tutorial Programs + Suchen Sie Ihr Suchwort? Schulleistung; American Indian; Indianer; Basic skill; Grundfertigkeit; Karriereplanung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Collegestudent; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Ethnie; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Latin America; People; Lateinamerika; Bevölkerung; Volk; Learning module; Lernmodul; Hispanoamerikaner; Ethnische Minderheit; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation; Schülerbeurlaubung; Schulnote; Studentische Bewertung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	An end-of-year evaluation of the 1979-80 University of Minnesota's General College (GC) Pilot Education Program (PEP) for academically underprepared minority group students is presented. The results show that compared to other GC students, the PEP students came to the college with weaker academic skills, and had different personal characteristics. While the PEP students achieved and were retained at levels comparable to other GC students during the fall quarter, as the year progressed, they tended to perform more poorly than the students in the comparison groups. A profile of the more successful PEP students shows them to be younger, have high educational aspirations, and come from families where the father has post-high school training. Recommendations are made to continue skill development and counseling activities for the students throughout the year, but to fully incorporate these activities into regular course offerings by altering the credit, timing, and sequencing of the courses. Detailed statistical information is included. (Author/SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC