Each year shows an Increased enrollment in the universities and colleges of California. The compulsory education law has served to keep more students in high school a longer time and upon graduation many of these pupils desire to attend an institution of higher learning. This fact, together with the influx of people into California from all parts of the United States and abroad to make their homes, has added materially to the numbers of prospective college students. It has been the policy of the colleges and universities in the State of California to admit graduates from accredited high schools without examination if the applicant hag the unqualified recommendation of the principal of the high school from which he graduates. This group Is designated as recommended students, a group which in most high schools comprises not more than twenty to fifty per cent of the graduating classes. The majority of the higher institutions of California have allowed the decision as to who should he recommended to remain with the secondary school principal. The College of the Pacific has followed the policy of accepting recommended graduates of accredited high schools who present fifteen entrance units, at least twelve of which must be of recommended grade.

No description available.

A study was conducted at Valencia Community College to determine whether an improved student performance and retention. An orientation, based on the expressed needs of students, was provided to first-time, full-time students. The orientation consisted of an introduction to the institution and its resources, academic skill training, and personal resources management training. There were 22 students who participated for one day, 25 students who participated for two days of orientation, and a control group of 72 students. Although the behavioral outcomes were not generally statistically significant, the trends of all of the dependent measures, i.e., enrollment and withdrawal, were in a positive direction, favoring greater amounts of orientation. The orientation treatment was substantially more effective for students who had a 2.0 GPA or less, than those who had a GPA above 2.0. All of the dependent measures improved for the lower GPA students as the amount of orientation increased, but remained relatively constant for the higher GPA students. Apparently, the orientation is most effective for those students most in need of the improvement.

The purpose of this study was to examine the factors that might be contributing to the high academic success (GPA 3.0 or greater) of certain community college transfer students at a research university. The data for this study were collected in the Spring of 1990 using the population of Maryland community college transfer students enrolling at the University of Maryland, College Park for the Fall, 1988 semester. Discriminant function analysis was used to answer the following question, "What predicts academic success, as defined by grade-point average, of community college transfer students to a research university?" The criterion or dependent variable was group membership determined by grade-point average earned during the first semester of attendance at the University (Dl = GPA 3.0 or greater, DO = GPA less than 3.0). / Ed. D.

The thesis reports an investigation of 1060 freshman admissions to Virginia Polytechnic Institute in fall, 1961. Multiple regression methods were used to produce equations linking college performance with high school rank and College Board verbal and mathematical scores. Analyses were done for males and females, civilians and cadets. The three predictors accounted for only 34 percent of the variation in first year QCA among males. High school rank contributed most to the prediction; verbal score was found to be a very poor predictor. Predictions were more reliable for accumulative year performance than for first quarter only. Prediction error is discussed and expectancy tables constructed. Actual and predicted quality credit averages were used to investigate subgroups of the sample. Differences were found between civilians and cadets, Virginians and Out Of-Staters. Cooperative, drop-out, and trial summer school groups all had distinct characteristics. Curriculum groups differed widely in actual performance, but in most cases, corresponded to prediction. Exceptions are discussed. The same data was subjected to discriminant analysis, using two extra variables, civilian or cadet status, and Virginia or Out Of-State school. The function divided students by a predicted QCA of 1.000, with 28 percent probability of misclassification. Rank alone was found to be more effective in prediction than verbal and mathematical scores combined. Results of investigation into subgroups using discriminant predictions agreed with regression findings, with different exceptions to curriculum non-significance. Prediction is advised by regression rather than by discriminant analysis, but the present results are not recommended for future application, for reasons discussed. / Master of Science

Recent legislative decisions in at least some states have removed the remedial function from the state university and placed it directly at the doorstep of the community college. Such decisions appear to have been made largely for reasons of parsimony or the mere presumption of the effectiveness with which two-year colleges address the needs of high-risk students. However, there are few empirical indicators of the differential effectiveness with which the two- and four-year collegiate sectors are helping high-risk students to attain their goals. Therefore, this study was designed to provide an empirical grounding for the aforementioned policy issue by determining how selected pairs of two- and four-year colleges are contributing to the progress of high-risk students. Multiple methods were used to address the issues central to this investigation. An assessment of the effect of remedial programs and other institutional variables on the progress of underprepared students across chosen two- and four-year collegiate sectors in a two-state region of rural Appalachia was performed. Moreover, the impact of residence status on students' progress was considered. Further, the effect of the remedial approaches at separate two- and four-year institutions on the progress of high risk students was assessed, and a comparison was made of the program orientations preferred by the leaders of participant institutions. The findings indicated that the redemptive practices at selected two-year colleges were generally more effective than those employed by participant four-year institutions, thus offering hope that recent trends to assign the remedial function to community colleges may be justified by the more effective delivery of services. The advantage accorded the remedial programs in the two-year sector was not primarily a result of differences in remedial approach but largely a function of the relationship between remedial practices and other institutional variables. Residence status had little effect on the educational progress of high-risk students. A tendency was observed among selected two- and four-year sectors to devalue the affective dimensions of development that were integral with more recent program designs and return to earlier conceptions of basic skills remediation as the primary means of defining existing programs. / Ed. D.

The purpose of this study was to determine if certain student demographics and measures of previous high school academic achievement could differentiate between students who are successful in remedial and college level English and algebra courses and students who are unsuccessful in those courses.

The purpose of this study is to determine how accurately the academic success of one hundred and sixty-seven freshmen at North Texas State College could have been predicted by the American Council on Education Psychological examinations. The question studied is: Can freshman success, as indicated by first term freshman grades, be better predicted by psychological examination scores than by analysis of their high school grades? In an attempt to answer this question, the relationships existing between the high school grades, psychological examination scores and first term college grades of the freshman class entering North Texas State College in the fall of 1949 have been studied.

published_or_final_version / Statistics / Master / Master of Social Sciences

The purpose of this project was to develop a curriculum writing guide to assist faculty at Mt. San Jacinto College (MSJC) with curriculum development and revision.