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ERIC Number: ED257510
Record Type: Non-Journal
Publication Date: 1985-Jun
Pages: 52
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Academic Standards Research Proposal: The Effect of the Restriction Policy on Student Achievement and Enrollment. Research Report 85-5.
Quinley, John W.; Karr, Rosemary
A study was conducted at Harford Community College (HCC) to assess the effects of a recently implemented set of more stringent academic standards. The new policies included placing students on academic restriction (i.e., restricting the number of units they may take) if their quality point index fell below a certain level. The study sought information on student demographic characteristics; reasons for student failure to re-enroll and the relationship between these reasons and the new academic standards; students' views of the standards; the quality of advising at the college; and recommended modifications of the standards. The study included an analysis of student records and a survey of 136 students enrolled at HCC, a survey of 174 students who did not return to the college in fall 1984, and a survey of 44 advisors. Based on responses from 80% of the enrolled students, 57% of the students who did not return, and 70% of the advisors, study findings revealed: (1) 60% of the students placed on academic restriction were 20 years of age or younger; (2) 68% of the students who did not return to HCC said they were unable to apply themselves to their studies and 46% had a conflict between their job and their studies; (3) the placement test scores of students on restriction were almost identical to those of the entire student body; and (4) 56% of the non-returning students indicated that restrictions on their credit load were not important in their decision not to return. The report includes the survey instrument and student comments. (HB)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harford Community Coll., Bel Air, MD. Office of Institutional Research.