NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED270136
Record Type: RIE
Publication Date: 1986-Apr
Pages: 28
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Predicting Competence in Basic Skills after Two Years of College: The Roles of Entering Basic Skills and the Curriculum.
Belcher, Marcia
A study was conducted at Miami-Dade Community College (MDCC) to examine the separate and combined effects of entering basic skills levels and curriculum-related variables (i.e., grades in required English and math courses, the length of time between the course and the test, and the number of credits in developmental courses) in predicting student competence in reading, writing, and mathematics after the equivalent of 2 years of college. The study population included all MDCC students who took a sophomore test of basic skills for the first time between fall 1984 and fall 1985. Based on ethnicity, three groups were formed, consisting of 241 Black non-Hispanic, 591 White non-Hispanic, and 1,401 Hispanic students. Entering levels of basic skills were measured using the Comparative Guidance and Placement Program test, while exiting skills levels were measured using the College Level Academic Skills Test. Study findings included the following: (1) White non-Hispanic students tended to have higher levels of entering basic skills, and slightly higher grades as well; (2) in predicting the exiting level of basic skills in computation, the curriculum was the strongest indicator of test performance, especially for Black non-Hispanic students; (3) in predicting exiting communication skills levels, especially in reading, entering basic skills alone and in interaction with curriculum weighed heavily; and (4) MDCC students experienced a "value-added" education that moved the students beyond the level expected from basic skills scores. (EJV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986).