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ERIC Number: ED554364
Record Type: Non-Journal
Publication Date: 2013
Pages: 105
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-8800-8
A Pilot Validation Study of the Early Assessment Program English Examination
White, Michael Anthony
ProQuest LLC, Ed.D. Dissertation, California State University, Fresno
The purpose of this study was to determine whether results on the English Early Assessment Program (EAP) examination predict college-level English success. Previous research indicates a relationship between EAP college-prepared status and academic achievement. The present study is unique, in that student-level community college English grades were used as the predictive outcome. The hypothesis for this study was that that the mean college level of performance in college-level English classes is higher for EAP "prepared" community college students than for those students with a "not prepared" status. Subjects for this study were 484 first-semester students enrolled in fall 2011 college-level English courses within five Central California community colleges. All subjects had completed the EAP English examination as fall 2009 high school juniors. Hispanic, White and Asian ethnic groups within the sample were generally representative of California's community college students. The sample's gender composition was similar to that of California's community college system as a whole. Chi-square test results indicated a statistically significant relationship between students' EAP status and final letter grades in their first-semester college-level English course. Analysis of chi-square results indicated that English grades were significantly related to EAP status for the students in the Hispanic ethnic group only. English grades were also significantly related to EAP status for females. Final English letter grades and EAP status were also significantly associated with EAP status for full-time students. Analysis of logistic regression results indicated college-level English success (C or better) across ethnic, gender and enrollment status was significant. Ethnicity and gender had significant partial effects in the overall predictive model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California