A Longitudinal Study of the English Usage and Algebra Basic Skills Testing Remediation Paradigm for Older, Re-entry College Juniors.

Autor/inn/en	Suddick, David E.; Collins, Burton A.
Titel	A Longitudinal Study of the English Usage and Algebra Basic Skills Testing Remediation Paradigm for Older, Re-entry College Juniors.
Quelle	(1984), (7 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Adult Students; Algebra; Basic Skills; College Students; Educational Testing; Higher Education; Language Skills; Longitudinal Studies; Mathematics Skills; Minimum Competencies; Reentry Students; Remedial Instruction; Student Attrition + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Basic skill; Grundfertigkeit; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fundamentum; Mindestwissen; Zweiter Bildungsweg; Förderkurs; Schülerbeurlaubung
Abstract	The basic skills level of returning adult students was investigated longitudinally. A total of 217 entering juniors majoring in business administration in fall 1980 were followed for 3 years. Through assessment and course work, 146 students demonstrated at least minimum basic skills competencies in English usage and algebra, but 71 students had at least one deficiency. Groups varied on the rates of academic success, achieving a minimum cumulative grade point average of 2.0 on a 4.0 scale, and nonenrollment in 1983 due to not meeting degree requirements. The rates of academic success were 90 percent for students meeting the basic skills requirements, and 36 percent for the other students. The attrition rates were 29 percent for students demonstrating basic skills in English usage and algebra, versus 95 percent for those with at least one skill deficiency. Support was found for the testing-remediation paradigm for older, reentry college juniors, which demanded minimum competencies in basic skills. (Author/SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01