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ERIC Number: EJ881540
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1066-8926
Is All College Preparation Equal? Pre-Community College Experiences of Home-Schooled, Private-Schooled, and Public-Schooled Students
Duggan, Molly H.
Community College Journal of Research and Practice, v34 n1-2 p25-38 2010
The goal of this descriptive cross-sectional pilot study was to increase researcher knowledge of precollege preparation in three populations of traditional students attending a community college in a mid-Atlantic state: public-school students, home-schooled students, and private-schooled students. By its exploration of precollege experiences and their perceived impact among these three populations, this research extends the conversation on traditional student college preparation to include students from home-schooled and private-schooled backgrounds, two groups attending the community college in increasing numbers. Findings suggest that precollege preparation differs amongst the groups. Home-schooled students were more likely to credit their current abilities, skills, and knowledge to their previous educational experiences than were either of the remaining groups. Private-schooled student responses tended to be the next highest, followed by public-schooled student responses. In general, more home-schooled students rated themselves as above average and in the top 10% of their peers on their general academic ability, mathematical ability, reading comprehension, and their drive to achieve than the other student groups. More private-schooled respondents rated themselves as above average and in the top 10% of their peers on their study skills compared to the other groups, and more public-schooled respondents rated themselves as above average and in the top 10% of their peers on their computer skills and in their writing ability. Responses differed among respondents as to their intent to return to the community college within in the next 12 months although a two-sample t-test between proportions was not significant. Implications for research and practice are included. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A