A Description and Evaluation of the Special Studies Program in the University System of Georgia.

Autor/in	Nash, Charles R.
Titel	A Description and Evaluation of the Special Studies Program in the University System of Georgia.
Quelle	(1978), (37 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Access to Education; Admission Criteria; Basic Skills; College Admission; Compensatory Education; Educationally Disadvantaged; Grade Point Average; High School Graduates; Higher Education; Low Achievement; Open Enrollment; Persistence; Program Descriptions; School Holding Power; State Universities; Statewide Planning; Georgia + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Basic skill; Grundfertigkeit; Hochschulzugang; Hochschulzulassung; Kompensatorischer Unterricht; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterdurchschnittliche Leistung; Open entry; Offenes Bildungssystem; Ausdauer; Staatliche Universität; Planwirtschaft
Abstract	The Board of Regents of the University System of Georgia has established a policy that a graduate of a Georgia high school should be given the opportunity to attempt a college education in the University System. The Special Studies Program was organized to facilitate this ideal. The fundamental objectives of the program are to: (1) provide greater access to higher education to a larger segment of the state's citizens, (2) increase the retention of students once they are admitted to college, and (3) increase the probability of student success in college through the acquisition of reading, writing, speaking, mathematics and personal/social skills. This presentation addresses three program assessment criteria: (1) retention, (2) exit, and (3) post-performance of students. Retention studies show that 92 percent (compared to about 90 percent for regular placement students) of the students enrolled in Special Studies during any given quarter complete the quarter. They also show that approximately 85 percent of the students enrolled in a given quarter exit Special Studies or returns to college for the following quarter. Studies related to final exit from Special Studies indicate that 15 to 21 percent of the students in any quarter complete their final requirements and move fully into college level coursework. Studies of grade point average and grades indicate that in all three areas (mathematics, social science (reading), and English) former Special Studies students performed approximately one-half letter grade below regular placement students. However, in some institutions former Special Studies students' performance was better than regular placement student performance. Less difference between groups was found when grades were compared. The grade differences for the two groups passing regular college courses were nine percentage points in mathematics, five points in social science and 11 points in English. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC