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ERIC Number: ED047668
Record Type: RIE
Publication Date: 1970
Pages: 11
Abstractor: N/A
Reference Count: 0
Improving Placement Methods in Junior College.
Haven, Elizabeth W.
This study compares junior college students assigned to remedial classes in English and mathematics who subsequently completed regular courses in these subjects, with those assigned directly to regular courses. Students studied were from seven junior colleges that participated in the 1967-68 experimental phases of the Comparative Guidance and Placement Program, an activity of the College Entrance Examination Board. Achievement and noncognitive measures were used in analysis. The two methods of analysis used were: (1) descriptive, where remedial and regular groups were compared according to pre-selected variables and obtained correlations between remedial and regular course grades for remedial groups; and (2) covariance analysis, used to increase precision in randomized experiments and to examine group performance in college courses, controlling for ability as measured by English achievement test scores. Remedial students tended to have higher grades on first regular English courses than students who were assigned directly to regular courses. There were fewer significant differences in mathematics courses. The results of this study throw light on characteristics and factors that may unnecessarily restrict the access of students to specific courses or programs of study. (CA)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the 1971 Annual Meeting of the American Educational Research Association, February 4-7, 1971, New York, New York