The Effect of Coordinated Programming on the Academic Performance and Persistence of Underprepared College Students [electronic resource] : A Longitudinal Study / Frances Geteles.
This article presents the results of a longitudinal study of underprepared college students. The goals was to assess the effects of coordinated programming that allowed groups of these students with the weakest academic skills to attend the same classes together and have the same counselor. In this...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1987.
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MARC
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| 100 | 1 | |a Geteles, Frances. | |
| 245 | 1 | 4 | |a The Effect of Coordinated Programming on the Academic Performance and Persistence of Underprepared College Students |h [electronic resource] : |b A Longitudinal Study / |c Frances Geteles. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1987. | ||
| 300 | |a 27 p. | ||
| 500 | |a ERIC Document Number: ED296023. | ||
| 500 | |a ERIC Note: Article contained in UD 026 217. |5 ericd. | ||
| 520 | |a This article presents the results of a longitudinal study of underprepared college students. The goals was to assess the effects of coordinated programming that allowed groups of these students with the weakest academic skills to attend the same classes together and have the same counselor. In this way, the instructors and the counselors could work together as a team and the students would have a less isolated social environment than normally experienced by college students. The assumption was that these factors would work together to provide the best chance for the students to overcome their difficulties and be successful in college. The research compared students in this coordinated program with similar students whose schedules were not coordinated. The academic performance of the two groups were measured by their grades, rates of passing courses, accumulation of college credits, and retention rates. The results showed that as a group the students with coordinated schedules did not perform better than other students. The structure of the coordinated program will be reconsidered, but it is possible that one semester was not enough time for the benefits of the program to manifest themselves. Additional study is necessary. Statistical data are presented on nine tables. (VM) | ||
| 524 | |a Linkages: Perspectives from Special Programs, v5 n1 p9-26 Fall 1987. |2 ericd. | ||
| 650 | 0 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a College Preparation. |2 ericd. |
| 650 | 0 | 7 | |a College Programs. |2 ericd. |
| 650 | 1 | 7 | |a College Students. |2 ericd. |
| 650 | 0 | 7 | |a Coordination. |2 ericd. |
| 650 | 1 | 7 | |a High Risk Students. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Programing. |2 ericd. |
| 650 | 1 | 7 | |a School Schedules. |2 ericd. |
| 650 | 0 | 7 | |a Special Programs. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED296023 |h Other scheme |i web |n 1 |