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ERIC Number: ED471968
Record Type: Non-Journal
Publication Date: 2002-Oct
Pages: 52
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Historical, Perceptive, and Qualitative Analysis of the Texas Academic Skills Program (TASP): Where Do We Go from Here?
High, Clennis F.
Building on two previous studies in 1997 and 1999, this study aimed to: (1) determine whether the Texas Academic Skills Program (TASP) has had a positive impact on students academic performance; (2) determine the perception of the TASP among key community, junior, and technical college personnel across Texas; and (3) determine the impact on students entering urban colleges, where the minority enrollment is traditionally the highest. Using a triangular approach, the researcher conducted a secondary analysis of state-collected data, a statewide survey study, and several interviews with students to address the objectives of the study. A review of the results of years of TASP scores and analysis of survey data for 123 counselors, advisors, and deans from across the state suggest that the TASP program has not aided in the enhancement of students academic performance at any time during its existence. In addition, the overall perception of those surveyed is that TASP does cause a significant enrollment problem for students who want to come to college in Texas. Urban colleges, which are traditionally heavily populated by minorities, seem to be affected more so than other colleges around the state. Several flaws in the way data is reported are identified, and some recommendations are made to improve data reporting. An appendix contains a chi square analysis for a survey item, a copy of the survey and responses, examples of documents used in the study, a list of participating institutions, and a sample institutional profile. (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas