ERIC Number: ED416805
Record Type: Non-Journal
Publication Date: 1997-May
Reference Count: N/A
A Statistical Analysis of Student Progress and Achievement in the Pilot Writing Project at City College of New York.
This report presents a quantitative analysis of the educational outcomes associated with a three-year pilot project at the City College of New York (CCNY) to change the focus of the college's writing program from remediation to enrichment. The project substituted a two-semester nontracked, college-level writing sequence for two remedial courses and one college-level course. Data were gathered from three student cohorts (total n=4,653) taking either the remedial, the college-level, or the pilot-course sequence. Findings indicated that for students with the lowest English placement test scores and for students from the English as a Second Language sequence, participation in the pilot project was associated with more rapid progress toward graduation in the form of credits and higher grade point averages. Outcomes were more mixed for students with somewhat higher placement scores (but still requiring remediation) and for students who participated in the project but placed in the standard college-level introductory writing course. Results generally support the project's effectiveness, especially for students at the lower levels. (DB)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: City Univ. of New York, NY. City Coll.