ERIC Number: ED246958
Record Type: Non-Journal
Publication Date: 1984-May-22
Reference Count: N/A
The Community College General Academic Assessment: St. Louis Community College, 1984.
Information is provided on the characteristics of St. Louis Community College (SLCC) students and their general education and liberal arts knowledge. The first sections of the report provide information on the development and administration of the General Academic Assessment (GAA), an instrument containing representative items in the humanities, sciences, social sciences, mathematics, and English usage; and background items about the students' age, college credits earned, educational and occupational aspirations, self-assessment of skills, and liberal arts background. Next, the characteristics of the sample of 1,198 SLCC students who completed the GAA are outlined. The bulk of the report consists of tabular presentations of findings, covering: (1) means on GAA scales by age, number of completed college units, location of high school from which student graduated, highest degree held, when student anticipated receiving the associate degree, reason for attending college, race, whether or not English was the native language, career aspirations, and self-rating on scale-related skill; (2) means and percent change of means on GAA scales by number of completed courses in scale-related curriculum, and on total liberal arts scale by total number of completed college units; (3) number of completed math, English, social science, humanities, science, and total courses by race; and (4) means on discipline scales by race and related courses taken. (HB)
Descriptors: Achievement Tests, College Transfer Students, Community Colleges, Correlation, Educational Background, Ethnic Groups, Liberal Arts, Multicampus Districts, Racial Composition, Scores, Self Evaluation (Individuals), Student Characteristics, Two Year College Students, Two Year Colleges, Urban Education
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Center for the Study of Community Colleges, Los Angeles, CA.