A Study of the Admissions Criteria of Connecticut's Regional Vocational Technical Schools. Phase III. Final Report.

Autor/in	Whinfield, R.W.
Institution	Connecticut Univ., Storrs. Dept. of Higher, Technical, and Adult Education.
Titel	A Study of the Admissions Criteria of Connecticut's Regional Vocational Technical Schools. Phase III. Final Report.
Quelle	(1982), (70 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Admission Criteria; Admission (School); Blacks; Disabilities; Equal Education; Females; High Schools; Hispanic Americans; Mainstreaming; Predictor Variables; Regional Schools; Sex Fairness; Special Education; Technical Education; Validity; Vocational Education; Vocational Schools; Connecticut + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Black person; Schwarzer; Handicap; Behinderung; Weibliches Geschlecht; High school; Oberschule; Hispanic; Hispanoamerikaner; Prädiktor; Sexualaufklärung; Special needs education; Sonderpädagogik; Sonderschulwesen; Technikunterricht; Gültigkeit; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	A 4-year study was conducted to determine whether the selection criteria for entrance into the 17 Regional Vocational Technical Schools of Connecticut were fair to all applicants of various races and both sexes and predictive of students' success in school programs. The evaluation process consisted of reviewing and applying students' grades and attendance records in previous schools, evaluating the scores on a reading and mathematics test, and conducting interviews. A random sample of three entering classes, those of 1977, 1978, and 1979, were followed for 4 years. Achievement data were collected on each student in order to relate their achievements to the admission criteria. Findings of the study included the following: (1) admissions criteria were not purposefully or inadvertently discriminatory against any race or either sex; (2) students who were accepted into the school were academically superior to those turned down; (3) the best predictor of scholastic success was the interview, while grades and tests were moderately good predictors; (4) admission scores were moderately good predictors of academic grades but were unable to indicate trade grades; and (5) admissions criteria were of little value in predicting success after graduation. The study concluded that the admissions criteria and procedures were fair and equitable and should be continued, with most of the elements in about the same proportional value as had been applied in the past. An additional recommendation was made to search for a predictor of job-skill potential, especially for special needs students. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC