Comparative Academic Achievement of Regularly Admitted and Conditionally Admitted Freshmen in a State University.

Autor/inn/en	Cole, Glenn A.; und weitere
Titel	Comparative Academic Achievement of Regularly Admitted and Conditionally Admitted Freshmen in a State University.
Quelle	(1978), (10 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Academic Achievement; Achievement Rating; Admission Criteria; Cognitive Processes; College Admission; College Students; Comparative Analysis; Grade Point Average; Higher Education; Institutional Research; Low Achievement; Open Enrollment; State Universities; Statistical Studies + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Cognitive process; Kognitiver Prozess; Hochschulzugang; Hochschulzulassung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Unterdurchschnittliche Leistung; Open entry; Offenes Bildungssystem; Staatliche Universität
Abstract	The academic standings of provisionally admitted high school graduates and matched controls (regular admissions) at a state university were analyzed after one to three years. The results revealed highly significant differences in favor of the controls. The criterion was academic status at the university. Analysis of covariance controlling the differences in high school grade point average still showed a difference in favor of the controls at the five percent level of significance. The provisionally admitted students' relative weakness in quantitative reasoning is suggested as a possible contributing factor. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01