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ERIC Number: ED352635
Record Type: Non-Journal
Publication Date: 1992-Dec-3
Pages: 13
Abstractor: N/A
Reference Count: N/A
Linking College Developmental Reading and English Courses to General Education Courses.
Eanes, Robin
A study investigated whether differences exist in the freshman-level course grades between the "high-risk" college freshmen enrolled in a linked-course developmental program and the other freshmen who were not required to participate in the developmental program. Subjects, 286 "non-developmental" freshmen and 71 freshmen identified as either "high developmental" or "low developmental" through a combination of test scores and a written essay, all took the same three Freshman Studies Module Exams during a fall semester at St. Edward's University in Texas. Semester grade point averages (GPAs) were based on all courses taken, while cumulative GPAs were based on degree-credit-bearing courses only--developmental course grades were not included. Exam grades, final course grades, semester GPA, and cumulative GPA were used as variables in an analysis of variance. Results indicated no significant differences between the groups for the final course grades; and the "high risk" students successfully completed their first semester of course work, although their level of success did not always equal that of non-developmental students. Implications of these findings are important to any college or university with a flexible admission policy in support of a commitment to serving a diverse student body. (Three tables of data are included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A