1 Running Head: Promoting Student Success: Evaluation of a Freshman Orientation Course Promoting Student Success: Evaluation of a Freshman Orientation Course Mary A. Millikin, PhD Abstract Many first-time college students arrive on campus unprepared to succeed in college. According to a survey of degree-granting institutions by the National Center for Education Statistics, 20 percent of entering students at public four-year institutions and 42 percent of entering first-time students at two-year colleges require at least one remedial course. This study investigated the effectiveness of a student success course designed to address the readiness gap for first-time freshmen at a public two-year college. Formative and summative analyses were conducted using two first-time freshman cohorts for the experimental and control groups. Results indicate higher persistence and graduation rates for the experimental group (alpha <.01) as a result of enrollment in the student success course. Additionally, the experimental group completed seven of 15 remedial and gateway courses with significantly higher course grades than did the control group. These results suggest that a student success course designed to address specific barriers common to first-time freshmen can be highly beneficial. Implications for academic policy are considered.
2 Promoting Student Success: Evaluation of a Freshman Orientation Course 2 Many first-time college students arrive on campus unprepared to succeed in college. According to a survey of degree-granting institutions by the National Center for Education Statistics (2008), 20 percent of entering students at public four-year institutions and 42 percent of entering first-time students at two-year colleges require at least one remedial course. Underpreparation is often viewed as deficiencies in basic academic skills, specifically in mathematics, reading, and writing (Zeidenberg, Jenkins & Calgagno, 2007). However, research indicates that entering students often lack critical non-academic skills for college success, including adequate study skills, college- and career goal-setting skills, and the ability to adjust to college life in a timely fashion. These non-academic factors may affect student persistence at least as much as academic preparedness (Gonzalez, Woodruff, & Millikin, 2009; Millikin & Woodruff, 2010). Historically, the most commonly used conceptual models of college persistence were based on Tinto s Student Integration Model (1993) and Bean s Student Attrition Model (1985). These frameworks have been the impetus for a plethora of research and conceptual development, and they suggest that college students learn best when faculty and administrators foster both academic and social engagement. Orientation courses have been one means by which universities have promoted student success; however, until recently two year colleges were slow to adopt this policy. Through national reform movements for student success in higher education, such as Achieving the Dream, Inc. (2011), many community colleges have adopted the practice of mandatory orientation and student success courses for entering freshmen. These courses are designed to teach students how to write notes, take tests, and manage their time. Additionally, special attention is given to the exploration of student learning styles and the developmental of plans for college goals and career goals.
3 Promoting Student Success: Evaluation of a Freshman Orientation Course 3 Despite the growing requirement of student success courses for entering freshmen, until recently little research has been conducted as to their effectiveness. Over the last several years, efficacy research in this area has been energized through collaboration between associate degreegranting institutions and the Achieving the Dream initiative (ATD, 2011; Lincoln, 2010). The purpose of this paper is to describe the evaluation of the effectiveness of a student success course for entering freshmen at a community college. Statistical models were used to determine if positive outcomes were evident even after controlling for entering student preparedness. Data and Methodology To examine the effects of a student success course on entering freshmen persistence and gateway course success, data were used from the institutional database at a large Oklahoma community college. Subjects were first-time freshmen during fall 2008 and fall 2009 and were tracked through fall The experimental group consisted of 2,995 first-time freshmen who completed the student success course within their freshman year. The vast majority (93%) of the experimental group were mandated to complete the course as part of a local tuition waiver program. The control group consisted of 3,960 first-time freshmen who did not enroll in the student success course during this same period. Table 1 displays the first-time freshman cohort size by entering student class. Table 1: Fall 2008 and 2009 First-time Freshman Cohort Cohort TOTAL in Cohort (Live Data System) Fall 2008 First-time Freshmen Cohort 3,655 Fall 2009 First-time Freshmen Cohort 3,840
4 Promoting Student Success: Evaluation of a Freshman Orientation Course 4 The student success course, titled, was developed through a collaborative effort of faculty from four campuses of the institution. Curriculum was developed based upon a comprehensive review of the literature, results from 12 student focus groups and seven faculty and staff focus groups, and robust experience from seasoned faculty. A formative assessment of the course was conducted using the Learning and Study Strategies Inventory (LASSI), a 10-scale, 80-item measure designed to assess students' awareness about and use of learning and study strategies related to skill, will and self-regulation components of strategic learning. The LASSI was implemented as a pretest and posttest to measure study skills and affective development, and a locally developed cognitive exam was used to evaluate cognitive gain. Summative assessment was conducted with student success as the dependent variable and enrollment/non-enrollment in as the independent variable. Student success was operationally defined as:  fall-to-spring retention;  fall-to-fall retention;  two year retention or graduation with an associate s degree or certificate;  C or better in eight gateway courses;  C or better in seven remedial courses; and  overall GPA. The hypotheses tested were as follows: Ho: M 1 < M 2; There is no increase in student success as a result of enrollment in Ha: M 1 > M 2; There is an increase in student success as a result of enrollment in where: M 1 = mean student success score for students who enrolled in and M 2 = mean student success score for students who did not enroll in
5 Promoting Student Success: Evaluation of a Freshman Orientation Course 5 Results Formative Assessment To measure affective development of study skills within, a dependent t test was conducted using LASSI pretest and posttest scores. Statistically significant increases in mean scores resulted for all ten scales of the instrument. Greatest gain resulted in Information Processing, Self-Testing, Selecting Main Ideas, and Test Strategies. Student scores on the Test Strategies scale resulted in the second highest mean posttest score, and the Information Processing scale resulted in the highest mean posttest score. Although statistically significant differences in the positive direction were realized for all scales, student scores on the Motivation Scale showed the smallest increase from pre- to posttest, with the Attitude scale resulting in the lowest mean posttest score. Table 2: LASSI Scale Pretest and Posttest Scores for LASSI Scales Mean Std. Deviation t-value Sig. Anxiety Pretest Posttest Attitude Pretest Posttest Concentration Pretest Posttest Information Pretest Processing Posttest Motivation Pretest Posttest Self-Testing Pretest Posttest Selecting Pretest Main Ideas Posttest Study Aids Pretest
6 Promoting Student Success: Evaluation of a Freshman Orientation Course 6 LASSI Scales Mean Std. Deviation Posttest Time Pretest Management Posttest Test Pretest Strategies Posttest Critical value of t = t-value Sig A cognitive assessment of critical thinking skills, developed by faculty experts, was administered during the final week of the course. Student scores ranged from 0 to 3, with a mean score of 2.37 and just over half of students earning the highest score of 3. When scores for the cognitive measure were correlated with LASSI posttest scores, the Concentration scale (r =.91) and Motivation scale (r =.89) were found to be positively correlated (alpha <.01). Summative Assessment A summative assessment was conducted to determine if enrollment in affected student success as measured by  fall-to-spring retention;  fall-to-fall retention;  two year retention or graduation with an associate s degree or certificate;  C or better in 15 remedial and gateway courses; and  cumulative GPA. Chi-squared tests were conducted to test for differences in fall-to-spring retention, fall-to-fall retention, and two year retention or graduation. Analysis of Variance (ANOVA) tests were conducted to compare differences in subsequent course grades, and an independent t test was used to determine if cumulative GPA increased as a result of enrollment in. Results showed that students who enrolled in persisted from fall to spring at a significantly higher rate than did first-time freshmen who did not enroll in the course.
7 Promoting Student Success: Evaluation of a Freshman Orientation Course 7 Statistical significance also resulted for fall to second fall persistence, and for fall to third fall persistence and/or graduation. Table 3 presents the results of these analyses. Table 3: Persistence and Graduation as a Function of Enrollment in First-time Freshmen Cohort (2008 and 2009 Combined) Fall to First Spring Students Who Enrolled in SAS* Students Who Enrolled in Neither SAS or College Survival X 2 Sig. Fall 2008 First-time Freshmen 85% 59%.001 Fall 2009 First-time Freshmen 89% 61%.001 Fall to Second Fall Fall 2008 First-time Freshmen 61% 41%.001 Fall 2009 First-time Freshmen 57% 37%.001 Fall to Third Fall (includes graduation in persistence) Fall 2008 First-time Freshmen 45% 31%.001 Course grades for seven developmental courses and eight gateway courses with highest enrollment were evaluated with respect to enrollment. ANOVA tests were conducted using course GPA (0 to 4.0) for all 15 courses as a dependent variable and enrollment/non-enrollment in as the independent variable. Results indicate that students were significantly more likely to succeed with a C or better than were students who did not enroll in for seven gateway and developmental courses. Grade distribution for is presented in Table 4, and grade distributions for all other courses are presented in Tables 5-11.
8 Promoting Student Success: Evaluation of a Freshman Orientation Course 8 Table 4: Course Outcomes for Strategies for Academic Success, ENGL 1003 Strategies for Academic Success Students Who Enrolled in Grade Distribution Number Percent A % B % C % C or Better 1, % D % F % AW, W, or N % I 8 0.4% Total 2, % Note: Columns may not add up to 100% due to rounding. Table 5: Course Outcomes for Basic Math, MATH 0003 Basic Math Students Who Enrolled in Students Who Did Not Enroll in Grade Distribution Number Percent Number Percent DA % % DB % % DC % % C or Better % % DD % % DF % % AW, W, or N % % I 0 0.0% 3 0.4% Total % % *Significant at the 99% confidence level. (ANOVA: DV = course GPA) Note: Columns may not add up to 100% due to rounding.
9 Promoting Student Success: Evaluation of a Freshman Orientation Course 9 Table 6: Course Outcomes for Reading II, ENGL 0913 Reading II Students Who Enrolled in Students Who Did Not Enroll in Grade Distribution Number Percent Number Percent DA % % DB % % DC % % C or Better % % DD % % DF % % AW, W, or N % % I 0 0.0% 1 0.2% Total % % *Significant at the 99% confidence level. (ANOVA: DV = course GPA) Note: Columns may not add up to 100% due to rounding. Table 7: Course Outcomes for Writing I, ENLG 0923 Writing I Students Who Enrolled in Students Who Did Not Enroll in Academic Strategies Grade Distribution Number Percent Number Percent DA % % DB % % DC % % C or Better % % DD % % DF % % AW, W, or N % % I 0 0.0% 0 0.0% Total % % *Significant at the 99% confidence level. (ANOVA: DV = course GPA) Note: Columns may not add up to 100% due to rounding.
10 Promoting Student Success: Evaluation of a Freshman Orientation Course 10 Table 8: Course Outcomes for Freshman Composition I, ENGL 1113 Fresh Comp I Students Who Enrolled in Students Who Did Not Enroll in Academic Strategies Grade Distribution Number Percent Number Percent A % % B % % C % % C or Better % % D % % F % % AW, W, or N % % I 1 0.1% 2 0.1% Total % % *Significant at the 99% confidence level. (ANOVA: DV = course GPA) Note: Columns may not add up to 100% due to rounding. Table 9: Course Outcomes for Biology for Non-majors, BIOL 1114 Biology for Nonmajors Students Who Enrolled in Students Who Did Not Enroll in Grade Distribution Number Percent Number Percent A % % B % % C % % C or Better % % D % % F % % AW, W, or N % % I 1 0.3% 1 0.4% Total % % *Significant at the 99% confidence level. (ANOVA: DV = course GPA) Note: Columns may not add up to 100% due to rounding.
11 Promoting Student Success: Evaluation of a Freshman Orientation Course 11 Table 10: Course Outcomes for Introduction to Psychology, PSYC 1113 Intro to Psychology Students Who Enrolled in Students Who Did Not Enroll in Grade Distribution Number Percent Number Percent A % % B % % C % % C or Better % % D % % F % % AW, W, or N % % I 1 0.1% 1 0.1% Total % % *Significant at the 99% confidence level. (ANOVA: DV = course GPA) Note: Columns may not add up to 100% due to rounding. Table 11: Summary of Course Grade Comparison Course Students Who Enrolled in Students Who Did Not Enroll in Basic Math Significant Difference Significant Difference Beginning Algebra Intermediate Algebra Reading I Significant Difference* Significant Difference* Reading II Significant Difference Significant Difference Writing I Significant Difference Significant Difference Writing II Freshman Comp I Significant Difference Significant Difference College Algebra Biology for Non-majors Significant Difference Significant Difference Biology for Majors American Federal Government US History 1492 to the Civil War Era US History Civil War Era to the Present Introduction to Significant Difference Significant Difference Psychology *Significant difference for developmental version of. Reading I students are ineligible to enroll in until completing College Survival.
12 Promoting Student Success: Evaluation of a Freshman Orientation Course 12 An independent t test was conducted to determine if cumulative GPA increased as a result of enrollment in. No significant difference in overall GPA was found for these two groups. Table 12 presents the results. Table 12: Comparison of Cumulative GPA Cum GPA By Second Fall Students Who Enrolled in Mean N Std Dev Students Who did Not Enroll in Mean N Std Dev No significant difference at the 95% confidence level. (T test; alpha <.01) Conclusions Formative assessment revealed that student scores for all ten LASSI scales increased significantly at the 99% confidence level from pretest to posttest. Greatest gain resulted in Information Processing, Self-Testing, Selecting Main Ideas, and Test Strategies. These results hold true for both first-time freshman cohorts and suggest that study strategies are being effectively taught in, with motivation for learning and attitude about learning having a more restricted range for improvement. In evaluating summative results, seven of 15 developmental and gateway courses with the highest enrollment resulted in statistically significant increases in course success (C or better) for students who enrolled in. Further, students who enrolled in Academic Strategies were more likely to persist from fall to spring, fall to fall, and through two full years than were other groups. However, cumulative GPA was not significantly different within this time period.
13 Promoting Student Success: Evaluation of a Freshman Orientation Course 13 These results suggest that freshmen orientation courses can be effective in increasing student persistence within the first two years. Specifically, enrollment in such a course can affect success in critical remediation courses, including developmental reading, developmental writing, and basic math. Orientation courses can also affect essential college gateway course success, including Freshman Composition, Biology for Non-majors, and Introduction to Psychology. This supports the claim that both academic and non-academic skills are strengthened as a result of enrollment in a well-developed student success orientation course. Community colleges may do well to follow the lead of universities in requiring such courses for entering freshmen to promote student success.
14 Promoting Student Success: Evaluation of a Freshman Orientation Course 14 References Achieving the Dream. (2011). Promising Practices: 2011 Leader Colleges. Bailey, T., Calcagno, C., Jenkins, D., Kienzl, G., & Leinbach, T., (2005). Community College Student Success: What Institutional Characteristics Make a Difference? Community College Research Center, Teachers College, Columbia University. Bean, J. P. (1985). Interaction effects based on class level in an explanatory model of college student dropout syndrome. American Educational Research Journal, 22(1), Gonzalez, K., Woodruff, J. and Millikin, M. (2009). Focus Groups: A Powerful Tool to Increase Student Success. Presented at the Achieving the Dream Strategies Institute. San Francisco, CA. Lincoln, C. (2010). Institutional change for Student Success. Millikin, M. & Woodruff, J. (2010). Focus on diagnosis: Persistence at Tulsa Community College. Presented at Achieving the Dream Strategies Institute. Charlotte, NC. National Center for Education. (2008). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press. Zeidenberg, M., Jenkin, D., & Calgagno, J.C. (2007). Do student success courses actually help community college students succeed? Community College Research Center Brief (36), 1-6.
Promoting Gatekeeper Course Success Among Community College Students Needing Remediation Findings and Recommendations from a Virginia Study (Summary Report) Davis Jenkins Shanna Smith Jaggars Josipa Roksa
Student Success Courses and Educational Outcomes at Virginia Community Colleges Sung-Woo Cho and Melinda Mechur Karp February 2012 CCRC Working Paper No. 40 Address correspondence to: Sung-Woo Cho Quantitative
Engaging Californians on Key Education Challenges I S S U E B R I E F F E B U A R Y 2 0 1 2 Passing When It Counts Math courses present barriers to student success in California Community Colleges Overview
for Entering California Community College Students: How One Institution Can Make an Impact Esau Tovar Santa Monica College Merril A. Simon 1 California State University, Northridge Abstract As the need
ISSN 1526-2049 C O M M U N I T Y C O L L E G E R E S E A R C H C E N T E R BRIEF NUMBER 36 JUNE 2007 Do Student Success Courses Actually Help Community College Students Succeed? Matthew Zeidenberg, Davis
Running Head: A+dvancer COLLEGE READINESS ONLINE 1 A + dvancer College Readiness Online Remedial Math Efficacy: A Body of Evidence John Vassiliou Miami Dade College, FL Deborah Anderson Front Range Community
EXPLORING ATTITUDES AND ACHIEVEMENT OF WEB-BASED HOMEWORK IN DEVELOPMENTAL ALGEBRA Kwan Eu Leong Faculty of Education, University of Malaya, Malaysia email@example.com Nathan Alexander Columbia University
Meeting of the OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION May 25, 2012 AGENDA ITEM #18-a: Student Performance Reports. SUBJECT: Oklahoma High School Indicators Project. Reports required by 1989 legislation
GATEWAY COURSE SUCCESS Gateway not gatekeeper Principles of Reform DROPOUT EXIT RAMP #1 Too many students start college in remediation. 2 KNOW THIS Too many entering freshmen need remediation. 51.7% of
memorandum Date: January 15, 2012 To: California Community Colleges Chancellor s Office From: WestEd and the RP Group Question 1: Mandatory Orientation, Assessment, and Counseling Background Is there research
Getting prepared: A 2010 report on recent high school graduates who took developmental/remedial courses Minnesota State Colleges & Universities University of Minnesota State-Level Summary and High School
NATIONAL CENTER FOR POSTSECONDARY RESEARCH NCPR BRIEF BRIEF AUGUST 2009 Evaluating the Impact of Remedial Education in Florida Community Colleges: A Quasi-Experimental Regression Discontinuity Design Juan
Retention Initiatives at UDC-CC In an effort to ensure that students complete their degree programs, UDC-CC has engaged in a number of initiatives and employed various strategies to help students persist
CASE STUDY / MARCH 2015 Implementing Guided Pathways at Miami Dade College: A Case Study Systemic Change at Miami Dade In 2011, working groups from across the eight campuses of Miami Dade College (MDC)
High School-to-College Success Report Arkansas 2012-2013 Freshmen - Public Institutions ACT Code: 040765 2006 E MISSION BLVD FAYETTEVILLE, AR 72703 How well is your high school preparing students for success
EFFICACY STUDY Denver Public Schools Evaluation Proves Apex Digital Curriculum Prepares Students for College and Career JUNE 2015 GRADUATION RATE INCREASED POINTS SINCE 2009 23PERCENTAGE STUDENT PROFICIENCY
What Makes a Quality Online Course? The Student Perspective Penny Ralston-Berg, M.S. Senior Instructional Designer University of Wisconsin-Extension Leda Nath, Ph.D. Assistant Professor of Sociology University
A Brief Research Summary on Access to College Level Coursework for High School Students Provided to the Oregon Education Investment Board August 2014 Prepared by Hilda Rosselli, OEIB College and Career
GettInG Into college What it takes... 7 Choosing the right Courses... 9 transferring... 9 accreditation... 10 international Students... 10 getting into College 2014-15 GETTING INTO COLLEGE What It Takes
Student Success Challenges in Three Areas: Developmental Education, Online Learning, and the Structure of the Student Experience Shanna Smith Jaggars Community College Research Center Teachers College/Columbia
Award Title SmartStart: A Successful Transition Program for Underprepared Community College Students Awards Categories Careers, Academic Support, Service-Learning, Community Service and related Executive
ISSN 1526-2049 C O M M U N I T Y C O L L E G E R E S E A R C H C E N T E R BRIEF NUMBER 45 SEPTEMBER 2010 Student Progression Through Sequences in Community Colleges Thomas Bailey, Dong Wook Jeong, and
High School-to-College Success Report Arkansas 2012-2013 Freshmen - Public Institutions ACT Code: 047682 209 CEDAR ST DARDANELLE, AR 72834 How well is your district preparing students for success in Arkansas
Transform Remediation: The Co-Requisite Course Model For far too many students, postsecondary remedial education is a dead end. About 40 percent of all students entering postsecondary education in recent
CRITICAL THINKING ASSESSMENT REPORT Prepared by Byron Javier Assistant Dean of Research and Planning 1 P a g e Critical Thinking Assessment at MXC As part of its assessment plan, the Assessment Committee
FIRST-TIME ENTERING STUDENTS Minimum High School Performance Criteria for Admission of First-Time-Entering Students Option 2 Option 3 Option 1 Minimum GPA and Minimum GPA 1 in the Minimum ACT/ SAT Class
High School-to-College Success Report Arkansas 2012-2013 Freshmen - Public Institutions ACT Code: 047274 NASHVILLE SCHOOL DISTRICT 1 600 N 4TH ST NASHVILLE, AR 71852 How well is your district preparing
ASSOCIATE OF ARTS TEACHING DEGREE EARLY CHILDHOOD EDUCATION P-4 2013-2014 The students will have a final grade point average of at least 2.65. The students will pass Praxis I, which is an academic skills
Comparative Study of the Persistence and Academic Success of Florida Community College Student-Athletes and Non-Athlete Students: 2004 to 2007 David Horton Jr., Ph.D. AIR Dissertation Fellow (2008-2009)
U.S. Department of Education March 2014 Participation and pass rates for college preparatory transition courses in Kentucky Christine Mokher CNA Key findings This study of Kentucky students who take college
1 THE COLLEGE OF GENERAL STUDIES BARBARA R. ALLEN, Dean THE COLLEGE of GENERAL STUDIES offers a baccalaureate and associate degree in General Studies for students who desire a plan of study not found in
Admissions Standards for the Massachusetts State University System and the University of Massachusetts Guidance Document Updated April 2015 Massachusetts Department of Higher Education One Ashburton Place,
Pinnacle Educational Research & Development http:/www.pjpub.org Author(s) 2014. CC Attribution 3.0 License. Research Article Volume 2014 (2014) A focus on the future: Pathways for undergraduate student
DENTAL ASSISTING CENTRAL GEORGIA TECHNICAL COLLEGE Macon Campus 3300 Macon Tech Drive, Macon, GA 31206 478-757-3403 www.centralgatech.edu DENTAL ASSISTING PROGRAM SELECTION Admission to the college and
Oklahoma State University Oklahoma State Regents for Higher Education FIRST-TIME ENTERING STUDENTS Minimum High School Performance Criteria for Admission of First-Time-Entering Students Minimum ACT/ SAT
Guidelines for High School Students How To Get To College A Guide to Preparing for the California State University Sponsored by: The California State University and the Boeing Company What Classes Should
Executive Summary Student success matters and many community colleges are innovating and leading the way in finding solutions to some of the biggest challenges facing students. This report provides five
Transfer and transition: The challenges faced by transfer students and service best practices A Review of the Literature prepared for the Transfer Services Team Phil Lewis May 2013 Introduction There is
Staying on Target ACT Research and Policy The Importance of Monitoring Student Progress toward Research Brief 74% Percentage of ACT-tested 11 high school graduates took a core curriculum in high school
Page 1 of 5 City Colleges of Chicago Transfer Guide Bachelor of Arts in Psychology Available at: NEIU Main Campus (Chicago, IL) Program Description The Bachelor of Arts degree in Psychology prepares students
RECRUITING FOR RETENTION: Hospitality Programs Denis P. Rudd Ed.D. Robert Morris University Pittsburgh Pennsylvania Abstract Colleges and universities must take into account the impact the dwindling economy
Academic Pathways at HCC: An Ongoing Journey Connections Conference May 8-9, 2014 About Hillsborough Community College Established in 1968 Fifth largest in Florida College System in FTE production Five
04/11/2013 Shasta County REACH HIGHER Shasta THE PROMISE: Every student in Shasta County will graduate prepared for education beyond high school. Those students who complete minimum college preparatory
This document is a planning tool. Students are strongly encouraged to meet regularly with their academic advisors to review the plan. Variations from this plan must be petitioned with the program chair.
The Influence of a Summer Bridge Program on College Adjustment and Success: The Importance of Early Intervention and Creating a Sense of Community Michele J. Hansen, Ph.D., Director of Assessment, University
Tracking Student Degree Progress The Maryland Model Suzanne Phillips White Mountains Community College (NH) Goals for this session Discuss need for common metrics of student progress Describe metrics available
An NCPR Working Paper Evaluating Institutional Efforts to Streamline Postsecondary Remediation: The Causal Effects of the Tennessee Developmental Course Redesign Initiative on Early Student Academic Success
DEV ED PLAN Florida College System Developmental Education Implementation Plan Template Section (s.) 1008.30, Florida Statutes (F.S.), excerpt: (6)(a) Each Florida College System institution board of trustees
RUNNING HEAD: TUTORING TO INCREASE STUDENT ACHIEVEMENT Tutoring To Increase Student Achievement 1 USING TUTORING TO INCREASE STUDENT ACHIEVEMENT ON END OF COURSE ASSESSMENTS By KATHYRENE HAYES Submitted
The Role of Perceptions of Remediation on the Persistence of Developmental Students in Higher Education Amaury Nora Professor and Director National Center for Student Success University of Houston Introduction
Planning Guide for Minnesota Students Entering Postsecondary Education Programs This pamphlet contains information for you and your family on postsecondary education. Postsecondary education includes many
Requirements for Admission 25 Requirements for Admission Admissions Office Cope Administration Building 208 Application Filing Deadlines The deadline for Fall Semester applications is July 1. The deadline
Degree Attainment of Undergraduate Student Borrowers in Four-Year Institutions: A Multilevel Analysis By Dai Li Dai Li is a doctoral candidate in the Center for the Study of Higher Education at Pennsylvania
EXPLORING ACADEMIC OUTCOMES OF HOMESCHOOLED STUDENTS Michael Cogan University of St. Thomas AIRUM 2009 Agenda! Purpose! Home School! Study Population! Models! Descriptive Analysis! Multivariate Analysis!
2006 RESEARCH GRANT FINAL PROJECT REPORT Date: June 26, 2009 AIR Award Number: RG 06-479 Principal Investigator Name: Patricia Cerrito Principal Investigator Institution: University of Louisville Secondary
PROMOTING GATEWAY COURSE SUCCESS: SCALING COREQUISITE ACADEMIC SUPPORT Bruce Vandal Vice President, Complete College America Overview With research indicating that upwards of 50 percent of all new entering
Accelerated Developmental Placement Project Also known as the Leopard Success Project, this is a two-week preparation workshop designed to help students accelerate their developmental placement. Participating
A Synopsis of Chicago Freshman Enrollment at DePaul University Fall 2004 2008 Prepared and presented in May 2009 by David H. Kalsbeek, Ph.D. Senior Vice President for Enrollment Management and Marketing
Testimony for the National Commission on Accountability in Higher Education Oklahoma State Regents for Higher Education Prepared by: Dr. Dolores Mize, Associate Vice Chancellor and Special Assistant to
1. Quality of program outcomes What direct measures of student learning/achievement does the program use: CLA, program assessment (portfolio, common final/question set, licensure exams, exit exam, etc.)
Question No. 1: Question No. 2: Question No. 3: Question No. 4: Question No. 5: Why are institutions being asked to submit this additional data? Since June 2007, four separate groups within the NCAA governance
educator s WORLD Thoughts and experiences of educators related to quality and change A Strategy for Improving Freshman College Retention Cindy P. Veenstra For U.S. colleges, only 58 percent of the entering
General Business 1 Academic Department: General Business Strategic Plan 2009-2010 Results & Responses Degree BBA: General Business Student Learning Outcome 1 Proficiency of the students pursuing a Bachelor
Fundamentals of Economics Courses: Fun Course or a Positive Learning Experience? Timothy J. Schibik, University of Southern Indiana Daniel Friesner, Weber State University Mohammed Khayum, University of
Best Practices for Developmental Math Programs To assist Illinois community colleges improve their developmental math programs, the following best practices have been selected from existing sources and
A Model for Accelerating Academic Success of Community College Remedial English Students: Is the Accelerated Learning Program (ALP) Effective and Affordable? Davis Jenkins Cecilia Speroni Clive Belfield
Community College of Philadelphia Proposal for a Revision to the Medical Assisting and Office Management Program (to be renamed Medical Assisting Program) Writer: Deborah D. Rossi Facilitator: Pete Watkins
TITLE 133 PROCEDURAL RULE WEST VIRGINIA HIGHER EDUCATION POLICY COMMISSION SERIES 23 STANDARDS AND PROCEDURES FOR UNDERGRADUATE ADMISSIONS AT FOUR-YEAR COLLEGES AND UNIVERSITIES 133-23-1. General. 1.1.
Holistic Placement Supporting the Whole Student at Wright College Larry Buonaguidi, Quality Assurance Coordinator Rachel Gardner, Research Associate Wilbur Wright College Illinois Learning Specialist and
Annex IV, Page 1 of 15 Proposal for a New Degree Program at WVU Tech Psychology Bachelor of Arts Part I. Program Description A. Program Background and Objectives West Virginia University Institute of Technology
Aurora University Master s Degree in Teacher Leadership Program for Life Science A Summary Evaluation of Year Two Prepared by Carolyn Kerkla October, 2010 Introduction This report summarizes the evaluation
Dual Enrollment What is Dual Enrollment! Dual enrollment classes are taken at your local high school and taught by high school instructors. Students are able to receive Community College Credit.! Textbooks
EVALUATION AND TECHNICAL SUPPORT CAPACITY XXXXXX has agreed to lead assessment efforts. The evaluation of the project will be greatly enhanced by Dr. XXXX expertise in evaluation, research design and knowledge
Dear Prospective Dental Hygiene Student: Thank you for your interest in the Dental Hygiene Program at Carbondale. The Dental Hygiene Program is nationally recognized for both quality of faculty and graduates.
Issue Brief: Developmental Education in Community Colleges Prepared for: The White House Summit on Community College Thomas Bailey and Sung-Woo Cho, CCRC September 2010 When students arrive to enroll in
Youth Data Archive Issue Brief October 2012 Math Placement Acceleration Initiative at the City College of San Francisco Developed with San Francisco Unified School District Betsy Williams Background This
California State University s Early Start Program Frequently Asked Questions 1. What is Early Start? Under Early Start, beginning in 2012, entering freshmen that are not proficient in math or at risk in
PRACTICAL NURSING Technical Certificate The Practical Nursing Program at South Arkansas Community College, approved by the Arkansas State Board of Nursing, is designed to prepare practical nurses to assist
ACADEMIC ADMISSION REQUIREMENTS FOR ALLIED HEALTH PROGRAMS 2016 DMS (Diagnostic Medical Sonography) two- and four-year degree Complete all general course requirements listed in DMS curriculum (which is
Changing a Culture November 2005 Toward a 30% Increase in Degree Attainment in Stark County, Ohio Stark County is the 7th largest county in Ohio. In 2001 we formed a P-16 Compact and began looking at the
SPREADING ACCELERATED REMEDIATION The California Acceleration Project supports California s 112 community colleges to redesign their English and Math curricula to increase student completion: Workshops
I. General Program Information General Information for this Online Option (Option is delivered in a fully online format with no on campus requirements) This dual enrollment option is available to eligible
Nursing Registered nurses play a critical role in providing quality healthcare services to patients. RNs administer treatments and medications, review the results of diagnostic tests, and assist clients
Mathematics Placement And Student Success: The Transition From High School To College Mathematics David Boyles, Chris Frayer, Leonida Ljumanovic, and James Swenson University of Wisconsin-Platteville Abstract
Goals: Discuss findings of the 2013 SAT Report on College and Career Readiness and the ACT 2013 Condition of College and Career Readiness; examine performance data to see how Arizona students are testing.