Evaluation of the 1988 Freshman Summer Program and Transfer Summer Program, Phase I.

Autor/inn/en	Ackermann, Susan P.; Byock, Gayle J.
Institution	California Univ., Los Angeles. Office of the Provost.
Titel	Evaluation of the 1988 Freshman Summer Program and Transfer Summer Program, Phase I.
Quelle	(1989), (247 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; College Freshmen; College Preparation; Curriculum Evaluation; High Risk Students; High School Graduates; High Schools; Higher Education; Low Income Groups; Minority Groups; Program Evaluation; Questionnaires; Remedial Programs; School Holding Power; Summer Programs; Transfer Students; Transitional Programs; Undergraduate Students + Suchen Sie Ihr Suchwort? Schulleistung; Studienanfänger; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Problemschüler; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Programme evaluation; Programmevaluation; Fragebogen; Förderprogramm; Sommerkurs; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	The Freshman Summer Program and Transfer Summer Program at the University of California, Los Angeles, are designed to increase the academic achievement, retention, and graduation of underprepared and underrepresented or low-income students. Underrepresented students are those from ethnic populuations whose statewide high school graduation rate from California public high schools is less than their representation in California. This evaluation was based on a summer program count of 589 freshmen and 81 transfer students. The program curriculum for freshmen or transfer students included a mathematics component and an English and general education component. All courses met university departmental requirements, but students could enroll in only one of the two components. The program curriculum was accompanied by: a tutoring program, providing academic support for English, general education, and mathematics; counseling services; social opportunities; and political and cultural events. Areas evaluated separately include: (1) academic areas; (2) the Films and Forums series of political and cultural events; (3) student and professional staff training; and (4) the counseling services unit. Each of these areas are covered in a separate section providing an executive summary, an introduction, an account of methodology, detailed findings, and a list of recommendations. Appendices for each of these sections contain the student questionnaires used in the evaluation process and, in some cases, agenda for the programs. Results indicate the effectiveness of, and satisfaction with, the programs. Three tables and 33 figures are included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC