ERIC Number: ED095240
Record Type: Non-Journal
Publication Date: 1974-Aug
Reference Count: N/A
A Comparison of the "Educationally Disadvantaged" Students Receiving Tutorial and Counseling Assistance with Students Accepted Through Regular Admission and Do Not Receive Any Tutorial Or Counseling Assistance.
This study was undertaken to evaluate the State University College at Oswego's special program to determine the degree to which the program has enhanced the academic success of special program students. Twenty male and 20 female students were randomly selected from each of three classifications of the 1970 freshmen class: regularly admitted students, educational opportunity program students, and regional service program students. The college data included such information as semester grade report averages, cumulative grade point averages, credits attempted, credits completed, number of times on probation, and number of times disqualified and reinstated. The data suggest that special program students earn lower cumulative grade point averages, more failing grades, and credits at a slower rate than regularly admitted students. However, the results indicate that the Office of Special Programs, with its supportive services, has been fairly successful in enhancing the academic achievement of persisting special program students. In addition, the study supports the argument that the chances for success for educationally disadvantaged students are greatly increased when they are placed in a program designed to meet their academic, financial, cultural, and social needs. (Author/JM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: State Univ. of New York, Oswego. Coll. at Oswego. Coll. of Arts and Sciences.
Identifiers - Location: New York