Literaturnachweis - Detailanzeige
| Autor/in | Lucas, John A. |
|---|---|
| Institution | William Rainey Harper Coll., Palatine, IL. Office of Planning and Research. |
| Titel | Longitudinal Study of Performance of Students Entering Harper College, 1973-1983. Volume 13, Number 3. |
| Quelle | (1984), (19 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Quantitative Daten; Academic Achievement; Academic Persistence; Age; Community Colleges; Educational Trends; Grade Point Average; Grading; Longitudinal Studies; Student Characteristics; Trend Analysis; Two Year College Students; Two Year Colleges |
| Abstract | A longitudinal study was conducted at William Rainey Harper College (WRHC) to provide basic institutional data about student performance and achievement based on an analysis of student academic records. Samples of 200 full-time and 200 part-time students were selected from successive classes from 1973 through 1983. Study findings included the following: (1) over the years, student grade point averages (GPA's) rose and fell in direct relationship to changes in the grading policy; (2) in years when grading policies were most favorable to students, the average GPA reached over 2.6, while in recent years grades returned to a 2.35 level; (3) full-time students entering WRHC before they were 21 had an average GPA of 2.54, while full-time students entering after age 21 had an average GPA of 2.9; (4) persistence rates remained fairly constant over the years; (5) the average full-time student accumulated 44 hours while attending WRHC for 4.7 semesters, and the average part-time student earned 17.5 credit hours and attended 3.5 semesters; (6) approximately 36% of the full-time students and 11% of the part-time students earned a degree or certificate; and (7) there was a trend toward fewer students officially transferring credit hours from other colleges, even though the percentage of students with previous college experience remained fairly constant. A series of data tables detail findings. (Author/LAL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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