ERIC Number: ED442433
Record Type: Non-Journal
Publication Date: 1999-Jun
Remedial Education and Grading: A Case Study Approach to Two Critical Issues in American Higher Education. A Research Report Submitted to the Research Foundation of the City University of New York.
Chen, Sheying; Cheng, David X.
This study, which focuses on one college of the City University of New York (CUNY), is in two parts. The first part is a paper titled "Open Admissions and CUNY in Crisis: A Comparison of Remedial and Non-Remedial Students"; the second paper is titled "Factors Affecting Grading Practices." The first study examined the difference between students who received remediation and those who did not need it, and assessed the differential impact of open and selective admissions. Sixteen data tables and 7 figures are included. The study found that students' native language played a major role in determining the need for remediation; that remedial students narrowed the academic performance gap as compared to nonremedial students during the normal 4-year period of college study; and that students with a greater need for remediation required a longer period of retention. The second paper discussed practical concerns of grade inflation. Findings revealed that adjunct faculty gave higher grades than full-time faculty; that faculty rank had only a marginal effect on grading; that grades in the humanities and social sciences were higher than in science and technology; and that the higher the course level, the higher the average grade. (Contains 56 references and 20 notes.) (CH)
Descriptors: Academic Achievement, Academic Persistence, College Students, Compensatory Education, Dropout Research, Educationally Disadvantaged, English (Second Language), Grade Inflation, High Risk Students, Higher Education, Language Skills, Non English Speaking, Remedial Mathematics, Remedial Programs, Remedial Reading, School Holding Power, Student Attrition, Time to Degree
Publication Type: Numerical/Quantitative Data; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: City Coll. Research Foundation, New York, NY.
Authoring Institution: N/A