A Retrospective Study of Mt. San Antonio College Learning Assistance Services.

Autor/in	Hall, Barbara Ann
Institution	Mount San Antonio Community Coll. District, Walnut, CA.
Titel	A Retrospective Study of Mt. San Antonio College Learning Assistance Services.
Quelle	(1987), (118 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; College Graduates; College Transfer Students; Community Colleges; Dropouts; Followup Studies; Longitudinal Studies; Minority Groups; Program Effectiveness; Program Evaluation; Remedial Instruction; Student Characteristics; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulabsolvent; Hochschulabsolventin; Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Follow-up studies; Kontaktstudium; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnische Minderheit; Programme evaluation; Programmevaluation; Förderkurs
Abstract	A study was conducted at California's Mt. San Antonio College (Mt. SAC) to determine whether remedial classes had assisted students in reaching their educational goals. The study sample included all students (N=425) enrolled in Fall 1980 Learning Assistance classes which included: Reading Skills Review, Writing Skills Review, or Math Skills Review. Students' applications for admission, transcripts, and mail-survey responses were used to develop profiles for each class, with subgroups created for persisters and non-persisters, students who had successfully completed advanced classes, students who received degrees and certificates, and transfer students. Study findings included the following: (1) 74% of the students in the sample were from minority groups, compared to 33.6% of the total fall 1980 college enrollment; (2) 58% of the students had been out of high school for 5 years or more; (3) 37% of the students who had entered college to obtain job skills had reached their goal, compared to 19% of the students whose goal was to transfer or Associate degrees; (4) goal achievement rates were higher for the students in the remedial math classes than for the writing or reading students; (5) there was a strong correlation between student withdrawal and entering reading comprehension test scores; (6) by fall 1986, five of the 22 students who had transferred had completed bachelors degrees; (7) students enrolled in only remedial classes did not do as well as students enrolled concurrently in a remedial class and other credit classes; and (8) 67% of the students who completed the reading class and 71% of those who completed the writing class took no other English classes at Mt. SAC. (UCM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01