NotesFAQContact Us
Search Tips
ERIC Number: ED429484
Record Type: Non-Journal
Publication Date: 1998-May
Pages: 8
Abstractor: N/A
Reference Count: N/A
Can College Actions Improve the Academic Achievement of At-Risk Minority Students?
Clagett, Craig A.
This study examined factors affecting academic achievement of at-risk minority students to evaluate intervention strategies designed to assist such students. Data were obtained on 2,386 first-time college students entering Prince George's Community College (Maryland) in fall 1990. Factor analysis identified 10 variables that explained a significant proportion of the achievement variances among students; these included: academic commitment, persistence, early term survival and progress, academic standing, financial and academic support, course load carried, college preparedness, need for remediation, job-related attendance motives, and desire for a bachelor's degree. Cluster analysis then identified 10 student profiles, three of which were particularly relevant to minority student achievement: a "true grit" group, comprising nearly 10 percent of the students, which overcame basic skills deficiencies and below-par high school backgrounds to attain above-average achievement levels; "full-time strugglers," the least-advantaged, lowest socioeconomic status, poorest high school background group, one-fourth of whom managed to achieve with institutional assistance; and "unprepareds," similar to the full-time strugglers in socioeconomic background, but with less than 1 percent classifying as achievers. Based on these findings, in the fall of 1997 the college launched, a pilot program for 48 students needing remedial instruction in math and English. (Contains 17 references and 3 tables.) (MDM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A