A Study of Admissions Criteria and Its Relationship to Achievement in Connecticut Regional Vocational Technical Schools.

Autor/in	Whinfield, R. W.
Institution	Connecticut Univ., Storrs. Dept. of Higher, Technical, and Adult Education.
Titel	A Study of Admissions Criteria and Its Relationship to Achievement in Connecticut Regional Vocational Technical Schools.
Quelle	(1981), (74 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Ability; Academic Achievement; Admission Criteria; Admission (School); Blacks; Grade Point Average; Grade Prediction; High Schools; Hispanic Americans; Minority Groups; Outcomes of Education; Pilot Projects; Questionnaires; Research Methodology; Selective Admission; Student Characteristics; Success; Vocational Schools; Connecticut + Suchen Sie Ihr Suchwort? Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Black person; Schwarzer; High school; Oberschule; Hispanic; Hispanoamerikaner; Ethnische Minderheit; Lernleistung; Schulerfolg; Pilot project; Modellversuch; Pilotprojekt; Fragebogen; Research method; Forschungsmethode; Bildungsselektion; Erfolg; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	A study was conducted to evaluate the admission criteria being used by the Connecticut Regional Vocational Technical Schools for the years 1977-1979, in an attempt to determine whether or not admission criteria and success in school could be used to predict second- and third-year grades. In addition, a pilot study was developed to follow up graduates and dropouts after they leave school. The study methodology was to draw a sample of students from all schools, representing race and sex distributions of the total population. Using student application forms and school records, data on each of the students in the sample was collected, coded, entered into a computer, and verified. Findings included that (1) there is no relationship between the admission criteria and any of the variables related to family, sending school non-academic information, or personal characteristics; (2) students' characteristics by race, family, and sex have remained the same over the three years and is not different from the applicants; (3) the prediction of academic grade point average can be done at an acceptable level using the admission criteria and previous grades; (4) prediction of trade grade average using admission criteria is unacceptable; (5) admission criteria can be used to identify potential dropouts; and (6) different races score differently on the admission test. The follow-up instrument developed was found to be useful. It was concluded that the admission criteria are effective in selecting academically qualified students; however, it may discriminate against minority groups. It was also concluded that the criteria can predict academic but not trade success. Recommendations, for using only the test and grades for admission, criteria, and for further research, were made. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC