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This study evaluated a first-year pilot program to improve retention, academic achievement, and student satisfaction of 49 academically underprepared freshmen at Assumption College (Massachusetts), a predominantly white, Catholic, liberal arts institution. Students were identified by low verbal, math, and total SAT (Scholastic Assessment Test) scores, and low high school rank in class. Cohort members were enrolled together in small groups in three required courses, and assigned to a faculty member with whom they met an hour a week, distinguishing the program from that in which other first-year students were enrolled. Retention rates and academic achievement were compared with those of 54 similar students identified the previous year. Students in both the experimental and comparison groups also completed a follow-up survey on the effectiveness of the program or on their first-year experiences and the value they placed on various first-year experiences. Results indicated that pilot program members had lower attrition rates and higher grade point averages after their first year than did control group students. Program students were more sociable with other students from their courses and spent more time with friends pursing a blend of social and academic interests, but were less involved in campus activities in general. The survey is attached. (Contains 32 references.) (DB)

Descriptors: Academic Achievement, Academic Persistence, College Freshmen, High Risk Students, Higher Education, Pilot Projects, Program Effectiveness, Remedial Programs, School Holding Power, Social Integration, Student Experience











Autor: Fernandez, Yaniris M.; Whitlock, Elaine R.; Martin, Charlene; VanEarden, Kathleen

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7839&id=ED426680







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