ERIC Number: ED316302
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: N/A
Evaluation of an Alternative Solution for the Assessment and Retention of High-Risk College Students.
MacDonald, Ross B.
In 1984, a year-long evaluation was conducted at Los Medanos College (California) of the Language Arts Tutorial Program, a cross-curricular assessment and retention program built around course-specific assessments and tutorial assistance. The primary objective of the evaluation was to measure the effectiveness of the assessment procedure and tutorial intervention. The study compared tutored and non-tutored students and referred and non-referred students. In each semester of the 1983-84 school year, students in nine classes (six general education and three vocational) were targeted for the study. Quantitative and qualitative data sources were used, including surveys, performance data, and interviews. The results indicated that the course-specific identification process corresponded significantly to students' reading ability. The likelihood that a referred student would go to a tutor was related to age, ethnicity, program of study, and courses in which they enrolled. Analysis of interview data and student transcripts indicated that students did not seek tutoring due to lack of time, awkwardness of seeking help, a remedial stigma associated with tutoring, the belief that they did not need extra assistance, a pattern of reading/writing avoidance, and the reception of help from someone other than a tutor. Referred tutored students were more likely to earn higher course grades, complete their classes, and show a greater gain in reading comprehension. Additionally, both faculty and students reported that participation in the tutoring program helped students improve their course performance and their reading, writing, and study skills. Implications for the program are discussed, and a sample examination is attached. (JMC)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).