Literaturnachweis - Detailanzeige
| Autor/in | Kangas, Jon |
|---|---|
| Institution | San Jose/Evergreen Community Coll. District, San Jose, CA. |
| Titel | San Jose City College: Persistence of New College Students from English 321, 322 and 330 through Transfer Level English (1A), Fall 1988-Spring 1992. Research Reports #259, #263, and #293. |
| Quelle | (1992), (32 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Persistence; College English; Community Colleges; English Instruction; Minority Groups; Tables (Data); Transfer Students; Two Year College Students; Two Year Colleges; Withdrawal (Education) |
| Abstract | Three studies were conducted at San Jose City College, in San Jose, California, to measure the persistence of new college students enrolled in entry-level English courses (i.e., English 321, English 322, and English 330) in fall 1988. Specifically, the studies examined students' persistence from their initial English course through Transfer Level English (TLE) during the four academic years from fall 1988 through spring 1992. In fall 1988, 38 new students were enrolled in English 321, 94 in English 322, and 96 in English 330. Findings from tracking these students included the following: (1) in English 321, 13% of the original fall 1998 group persisted through TLE; (2) for the same group, only 1 male out of 15 persisted through TLE, while only 4 of 23 females did; (3) in English 322, 20% of the 94 new students progressed through TLE, while 69% achieved competency in the course; (4) for the same group, Whites had the highest persistence rate at 38%, while Blacks had the lowest rates at 15%; (5) of the students who entered into English 330, 21% progressed through TLE by spring 1992; (6) 33% of White females and 31% of Black males in this group persisted, while no White males and no Black females did; (7) in English 330, Whites had the highest persistence rate (33%), while Hispanics had the lowest (17%); and (8) for all of the groups, the findings showed that the college is not meeting its goals in terms of transferring more underprepared students and protected ethnic groups. (MAB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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