Evaluation of the Supergraduate Program, Phase 1.

Autor/in	Ackermann, Susan P.
Institution	California Univ., Los Angeles. Office of Academic Interinstitutional Programs.
Titel	Evaluation of the Supergraduate Program, Phase 1.
Quelle	(1989), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Bound Students; College Preparation; Community Colleges; Disadvantaged; Minority Groups; Program Descriptions; Program Evaluation; Questionnaires; Student Motivation; Writing Skills + Suchen Sie Ihr Suchwort? Community college; Community College; Ethnische Minderheit; Programme evaluation; Programmevaluation; Fragebogen; Schulische Motivation; Writing skill; Schreibfertigkeit
Abstract	The Supergraduate program was developed by Hamilton High School (HHS), West Los Angeles College, and the University of California at Los Angeles to motivate and prepare underrepresented, "B minus" and "C plus" students to graduate from high school and consider pursuing postsecondary education. Twenty-five students started the program by taking a five-unit English grammar course at HHS in the summer of 1989. In the first phase of a planned evaluation of the program, a questionnaire was distributed to these students to determine the effect of the program on student competence in critical thinking/writing and to measure changes in student attitudes toward further education. An analysis of the 22 completed questionnaires revealed the following: (1) 77% of the respondents were female, over 90% were between the ages of 15 and 16, and 54% were Black, 18% Latino, 9% Mexican-American, 9% White, and 5% Filipino; (2) by the end of the program, all students indicated that they had a more powerful vocabulary, an improved use of English grammar and writing skills, and were able to express their ideas more clearly in writing; (3) all of the students expressed a recognition of the importance of solid English and writing skills; (4) mandatory attendance requirements, working in groups when composing and revising, and written comments/feedback from the instructor were cited as helpful features of the course; (5) students indicated that most of their parents believed their child could succeed in school and that they should attend college; and (6) students stated that the program helped them to gain a better sense of their academic ability, helped motivate them to attend college, and helped them to gain confidence in their ability to succeed at college. The study concludes that the program was successful in improving skills and motivation, but cautions against drawing any long-term conclusions since not all of the students completed the course and almost 50% received a grade of "C" or worse. The student questionnaire and response percentages are appended. (VVC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC