Literaturnachweis - Detailanzeige
| Autor/in | Clagett, Craig A. |
|---|---|
| Titel | Can College Actions Improve the Academic Achievement of At-Risk Minority Students? |
| Quelle | (1998), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Academic Persistence; College Freshmen; Community Colleges; Early Intervention; Educational Attitudes; High Risk Students; Minority Groups; Predictor Variables; Remedial Instruction; Remedial Programs; Student Attitudes; Two Year Colleges |
| Abstract | This study examined factors affecting academic achievement of at-risk minority students to evaluate intervention strategies designed to assist such students. Data were obtained on 2,386 first-time college students entering Prince George's Community College (Maryland) in fall 1990. Factor analysis identified 10 variables that explained a significant proportion of the achievement variances among students; these included: academic commitment, persistence, early term survival and progress, academic standing, financial and academic support, course load carried, college preparedness, need for remediation, job-related attendance motives, and desire for a bachelor's degree. Cluster analysis then identified 10 student profiles, three of which were particularly relevant to minority student achievement: a "true grit" group, comprising nearly 10 percent of the students, which overcame basic skills deficiencies and below-par high school backgrounds to attain above-average achievement levels; "full-time strugglers," the least-advantaged, lowest socioeconomic status, poorest high school background group, one-fourth of whom managed to achieve with institutional assistance; and "unprepareds," similar to the full-time strugglers in socioeconomic background, but with less than 1 percent classifying as achievers. Based on these findings, in the fall of 1997 the college launched, a pilot program for 48 students needing remedial instruction in math and English. (Contains 17 references and 3 tables.) (MDM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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