Grading Standards and Student Performance in Community College and University Courses

Autor/inn/en	Friedl, John; Pittenger, David J.; Sherman, Michael
Titel	Grading Standards and Student Performance in Community College and University Courses
Quelle	In: College Student Journal, 46 (2012) 3, S.526-532 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Academic Records; Grading; Grade Inflation; Algebra; Community Colleges; College Graduates; Public Policy; Graduation Rate; Standards; Student Evaluation; Universities; Comparative Analysis; College Transfer Students; Mathematics Achievement; Incentives; Tennessee + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Notengebung; Schulnote; Community college; Community College; Hochschulabsolvent; Hochschulabsolventin; Öffentliche Ordnung; Standard; Studentische Bewertung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Anreiz
Abstract	Research was undertaken to determine whether comparable grading standards are used in evaluating student performance at two-year community colleges and four-year universities. Examination of academic records of 417 students who took college level math at the University of Tennessee at Chattanooga in fall 2009 compared the performance of those who had previously taken intermediate (high school level) algebra at a community college with those who had taken intermediate algebra at a four-year institution. Although students who transferred intermediate algebra from a community college had earned significantly higher grades in that course, on average, than those who took the course at a four-year university, their subsequent performance in college-level math courses was substantially poorer. This suggests that grade inflation at the community college level may ultimately result in lower graduation rates for students who transfer to four year universities with inadequate preparation for courses in the general education or major curriculum. As states seek to create incentives for four-year institutions to increase graduation rates and as they reduce subsidies to higher education by encouraging more students to begin at a less expensive community college and then transfer to a four-year university, the public policy implications of the results of this research become increasingly important. (Contains 2 tables and 5 footnotes.) (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10