College Performance of New Maryland High School Graduates. Student Outcome and Achievement Report (SOAR)

Institution	Maryland Higher Education Commission
Titel	College Performance of New Maryland High School Graduates. Student Outcome and Achievement Report (SOAR)
Quelle	(2009), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Graduation Rate; Outcomes of Education; High School Graduates; Program Effectiveness; Graduate Surveys; College Students; Longitudinal Studies; School Holding Power; Academic Support Services; Educational Indicators; Educational Policy; Educational Trends; Enrollment Trends; Maryland; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Collegestudent; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Educational indicato; Bildungsindikator; Politics of education; Bildungspolitik; Bildungsentwicklung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The 2009 SOAR (Student Outcome and Achievement Report) relies upon two sets of data, the academic performance data (which are collected directly from the colleges and universities) and the SAT (Scholastic Assessment Test)/ACT (American College Testing Program) data, to examine the relationship between students' academic achievements and experiences in high school and how they did during their first year in college. Specifically, the report includes students who graduated from Maryland high schools in the 2005-2006 year and who also enrolled at a Maryland college or university during the 2006-2007 academic year. SOAR also includes an examination of the long-term graduation and transfer patterns of students who enrolled at public colleges and universities through fall 2000 (four-year campuses) and fall 2002 (community colleges). Among the major findings were that core students (those who took a college preparatory curriculum in high school) outperformed non-core students in every single category that was examined (math, reading, English, grade point average (GPA) and graduation and transfer rates. High school GPA was the best predictor of college performance for all three indicators analyzed (grade in first college math course, grade in first college English course and college GPA after the freshman year). Over time, the six-year graduation rate gaps between core and non-core students attending four-year universities have narrowed from seven percentage points to less than one percentage point. This decrease may be attributed to the fact that Maryland's four-year public and independent institutions have developed and implemented successful retention strategies for students who require remedial assistance upon enrolling. Also, Maryland is among the top five states in bachelor's degree production and ranks third in the percentage of its workforce holding advanced bachelor's or associates degree. Returning readers will observe two notable differences in this edition of SOAR. First, throughout the report the terms "remedial" and "developmental" are used interchangeably. Also, for the first time since the study began, separate analyses were conducted for Latino students and they are no longer included as part of the "other" category in the race/ethnicity breakdowns. (Contains 37 tables.) (ERIC).
Anmerkungen	Maryland Higher Education Commission. 839 Bestgate Road Suite 400, Annapolis, MD 21401-3013. Tel: 800-974-0203; Tel: 410-260-4500; Web site: http://www.mhec.state.md.us/publications/research/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10