An Intervention System for Persistent Non-Achievers.

Autor/inn/en	Richards, Donna; und weitere
Institution	Mountain View Coll., Dallas, TX.
Titel	An Intervention System for Persistent Non-Achievers.
Quelle	(1988), (69 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; College Students; Community Colleges; Disadvantaged Youth; Educationally Disadvantaged; Low Achievement; Student College Relationship; Student Needs; Student Problems; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; Community college; Community College; Benachteiligter Jugendlicher; Unterdurchschnittliche Leistung; Studienproblem; Ausbildung; Berufsbildung
Abstract	This project was conducted to determine factors that contribute to the academic success or lack thereof of educationally disadvantaged vocational students and to develop a plan that will enhance success of persistent nonachieving students in the future. Educationally disadvantaged students at Mountain View Community College (Texas) were divided into two groups--the Persistent High Achievers (PHAs) and the Persistent Non-Achievers (PNAs). Approximately 150 students were classified as PNAs and 190 as PHAs. A significant statistical difference was found in the areas of ethnicity and age between the two groups, but not so in gender. Interviews with 59 PNAs showed the following: (1) more males than females; (2) most are single; (3) more Blacks than Whites or Hispanics; (4) most are aged 19-22 years; (5) most attend day classes; (6) most are employed, with 36 percent working 40 hours a week; (7) 90 percent do not participate in social or academic organizations on campus; and (8) most are either the oldest or youngest child in the family. Reasons given by the PNAs for their low grade-point average included poor time management, lack of good study habits, lack of motivation, deficiency in academic preparation, personal/family problems, and lack of understanding of the college withdrawal procedure. The study concluded that these students need to be offered extended orientation and study skills courses as well as individual supportive follow-up to assist in their college success. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01