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ERIC Number: ED447505
Record Type: Non-Journal
Publication Date: 2000
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Meeting the Needs of Entering Students through Appropriate Placement in Entry-Level Writing Courses.
Saunders, Pearl I.
In summer 2000, an extended-time project was initiated at Saint Louis Community College at Forest Park (SLCC-FP) to conduct a retrospective analysis of a sample of 482 entering students enrolled in entry-level writing courses at SLCC-FP during fall 1999. The purpose of the study was to examine the correspondence among students' academic success, ACCUPLACER Sentence Skills test scores and recommended placement levels, and demographic data (age, gender, and race). Data collection items included students' ACCUPLACER Sentence Skills raw scores, recommended placement levels, demographic information, and students' end-of-semester grades in the entry-level writing courses. Selected findings include the following: 82% of the 482 tested students were appropriately placed; 64% of the tested enrollees in English 101, 030, and 020 passed with a grade of C or better; 62% of the tested students were females and 28% were males; 82% of the tested students comprise 17-25 age range; and 50% of the black students and 66% of the white students passed the entry-level writing courses. Although black students were in the majority, their passing rate was the lowest of all racial groups. Thus the study's findings provide analyses of the entry-level assessment practices and how those practices generally influence students' academic success in the entry-level writing courses (English 101, 030, and 020). Although the study's findings are not conclusive, the results do indicate that there is a significant correspondence between students' ACCUPLACER Sentence Skills test scores, students academic success in the entry-level writing courses, and students' race, but students' age and gender seem not to be significant predictors of students' academic success in the entry-level writing courses. Contains 11 notes, 17 references, and 10 tables and a figure of data. (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A