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ERIC Number: ED415516
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 15
Abstractor: N/A
Reference Count: N/A
Basic Writers Three Years Later: Their Problems and Their Priorities.
McLaughlin, Margaret
An in-process longitudinal study examined what happened to remedial readers and writers placed into college-level remedial English classes after they left the remedial program. Subjects were 61 students (40 African Americans and 21 Caucasians) who had randomly been placed into two remedial English classes. Data included interviews with the students, their teachers, and analyses of their writings and of their academic transcripts. By the fourth college year, only 30% of the African Americans and 70% of the Caucasians are still enrolled in college. A black female and a white female, although they had nearly identical very low SAT verbal scores, had very different levels of academic success--despite a strong writing voice and determination, the black female had completed only 39 credit hours in seven quarters and did not return to the university, while the white female is a senior and has been on academic probation only once. A similar discrepancy is found when comparing the academic experiences of "Kevin" and "Regina." Both are near graduation, but Kevin sailed through all 12 quarters, while Regina was on academic probation for three quarters, and was excluded from enrolling the following quarter. She was able to re-enroll but had to enroll in summer school and repeatedly take exit exams to be eligible for graduation. The academic experiences of these four students reveal little correlation between their verbal SAT scores or their motivation to succeed and their ability to exit remedial English classes. (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A