ERIC Number: ED286560
Record Type: RIE
Publication Date: 1987-Sep
Reference Count: 0
A Study of the Relationship among Placement Test Scores and Gender and Ethnicity of Students in Three Insufficient Academic Progress Groups at the End of Fall Quarter, 1985. General College Studies.
O'Hare, Peggy E.
General College Studies, v19 n1 1986-87
A study was conducted at the University of Minnesota's General College to examine the relationship between probationary status and students' gender, ethnicity, and placement test scores. The study involved 186 students on Level 1 probation (i.e., students whose work had fallen below the academic standard for two quarters, including those whose work had improved during their first quarter on probation); 176 students on Level 2 probation (i.e., those whose work had fallen below the minimum standards for three quarters); and 617 students who, after failing to meet academic standards for the first time, had received a general warning letter. An analysis of the gender, ethnicity, and placement test scores of these students revealed the following: (1) no clustering of placement test scores in reading, writing, whole numbers, arithmetic, and algebra was found to suggest that students who earned scores at one or another level of ability were more or less likely to make insufficient academic progress subsequently; (2) there were no significant differences in the placement test scores of Level 1, Level 2, or General Warning students; and (3) no relationship was found between gender/ethnicity or membership in an insufficient academic progress group. (EJV)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: Minnesota Univ., Minneapolis. General Coll.