ERIC Number: ED202261
Record Type: Non-Journal
Publication Date: 1980-May-15
Reference Count: N/A
Outcome Evaluation: Student Development Program, Special Studies Division, Cleveland State University.
Techniques and procedures used to evaluate the outcomes of the student development program, and to use the evaluation results, are presented. Specific evaluation questions are posed that address overall outcomes, not individual student outcomes, and quantitative measures are suggested to accompany the questions. The measures include statistical data from student records and phone survey results. Data analysis and interpretation procedures are suggested for both types of quantitative measures. Observations are made about recent program outcomes, based on these factors: substantially more students are now served; rate of dismissal in the program has doubled in recent years; probability of student success in completing at least one course is 70 percent; program students do accumulate credit hours in other university units; attrition rate is 60 to 70 percent; students have been generally satisfied with the program, especially the reading and writing portions; and dissatisfied students felt they had been incorrectly placed. Accompanying data support recommendations that an internal review of the math program take place, diagnostic testing be reviewed for effectiveness, insights into student performance be shared with interested parties, this study be done biennially, and accuracy of records be improved. The student interview form, student record form, and summaries of interview responses from 1975-76 and 1979-80 are appended. (MSE)
Descriptors: Academic Failure, Academic Persistence, Basic Skills, Compensatory Education, Developmental Studies Programs, Diagnostic Tests, Educationally Disadvantaged, Higher Education, Interviews, Program Evaluation, Questionnaires, Recordkeeping, School Holding Power, State Universities, Student Attrition, Student Records, Surveys
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Cleveland State Univ., OH.