ERIC Number: ED255156
Record Type: RIE
Publication Date: 1984-Sep
Reference Count: 0
A Longitudinal Study of the English Usage and Algebra Basic Skills Testing Remediation Paradigm for Older, Masters' Level Students.
Suddick, David E.; Collins, Burton A.
The use of a basic skills testing program to identify and remediate academic weaknesses of adult reentry graduate students (mean age 30.1 years) was studied longitudinally. The entering masters' level students majoring in business administration were studied in fall 1980 and again after the spring/summer registration of 1984. Through assessment and coursework, 84 students demonstrated at least minimum skills competencies in English usage and algebra, but 54 students had at least one deficiency. The rates of academic success, a minimum cumulative grade point average of 3.0 on a 4.0 scale, and attrition, nonenrollment in 1983 of students not meeting their degree requirement, varied by group. The rates of academic success were 58 percent of students meeting the basic skills requirements and 9 percent for the other students. The attrition rates were 29 percent for students demonstrating basic skills in English usage and algebra versus 69 percent for those with at least one skill deficiency. Therefore, the testing-remediation paradigm for older, masters' level students, which requires basic skills minimum competencies, was supported by the academic success and attrition criteria. These findings are in agreement with those of a similar followup study of older, reentry college majors. (Author/SW)
Descriptors: Academic Persistence, Adult Students, Algebra, Basic Skills, Educational Diagnosis, English, Grade Point Average, Graduate Students, Higher Education, Language Skills, Longitudinal Studies, Mathematics Skills, Minimum Competencies, Reentry Students, Screening Tests, Student Attrition, Testing Programs
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Midwestern Educational Research Association (Chicago, IL, September 1984).