A Statistical Analysis of Student Progress and Achievement in the Pilot Writing Project at City College of New York.

Autor/in	Janger, Matthew
Institution	City Univ. of New York, NY. City Coll.
Titel	A Statistical Analysis of Student Progress and Achievement in the Pilot Writing Project at City College of New York.
Quelle	(1997), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Curriculum; College English; College Freshmen; Curriculum Development; English Curriculum; English (Second Language); Enrichment; Freshman Composition; Higher Education; Instructional Effectiveness; Pilot Projects; Remedial Instruction; Student Placement; Writing Instruction + Suchen Sie Ihr Suchwort? Studienanfänger; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Bereicherung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Pilot project; Modellversuch; Pilotprojekt; Förderkurs; Schülerpraktikum; Schreibunterricht
Abstract	This report presents a quantitative analysis of the educational outcomes associated with a three-year pilot project at the City College of New York (CCNY) to change the focus of the college's writing program from remediation to enrichment. The project substituted a two-semester nontracked, college-level writing sequence for two remedial courses and one college-level course. Data were gathered from three student cohorts (total n=4,653) taking either the remedial, the college-level, or the pilot-course sequence. Findings indicated that for students with the lowest English placement test scores and for students from the English as a Second Language sequence, participation in the pilot project was associated with more rapid progress toward graduation in the form of credits and higher grade point averages. Outcomes were more mixed for students with somewhat higher placement scores (but still requiring remediation) and for students who participated in the project but placed in the standard college-level introductory writing course. Results generally support the project's effectiveness, especially for students at the lower levels. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC