Assessment and Improvement of the Academic Skills of Entering Freshmen: A National Survey. Research Monograph Series No. 5.

Autor/inn/en	Lederman, Marie Jean; und weitere
Institution	City Univ. of New York, NY. Office of Academic Affairs.
Titel	Assessment and Improvement of the Academic Skills of Entering Freshmen: A National Survey. Research Monograph Series No. 5.
Quelle	(1983), (91 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Attitudes; Basic Skills; College Freshmen; Colleges; Higher Education; Mathematics; Questionnaires; Reading Skills; Remedial Programs; Skill Development; Surveys; Teacher Attitudes; Universities; Writing Skills + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Studienanfänger; College; Hochschule; Fachhochschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematik; Fragebogen; Reading skill; Lesefertigkeit; Förderprogramm; Kompetenzentwicklung; Qualifikationsentwicklung; Survey; Umfrage; Befragung; Lehrerverhalten; University; Universität; Writing skill; Schreibfertigkeit
Abstract	A questionnaire survey of all colleges and universities in the United States, to which 1,269 institutions (45%) responded, yielded findings about the academic preparation of incoming undergraduate students and the ways in which their deficiencies are being remediated. First, 85 percent of the responding institutions perceive poor academic preparation of incoming students to be either very much a problem or somewhat of a problem. Second, 28 percent of entering students are perceived as needing assistance in reading, 31 percent in writing, and 32 percent in mathematics. Third, 97 percent of the responding institution assess the skills levels of entering students. Fourth, the overwhelming majority of institutions offer courses in the basic skills--more than eight out of ten offer reading and math courses, and more than nine out of ten offer writing courses. Fifth, while tests are the most common method for placement in basic skills courses, there is little agreement on specific tests. And sixth, in the vast majority of institutions, decisions concerning exit from basic skills courses are left to individual faculty members. Four appendices contain a sample questionnaire and letter sent out to college presidents, information on representativeness of the sample and inter-coder reliability, and additional data from the study in tabular form. (CMG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC