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Project Success (PS) at California's Grossmont College provides students with concurrent enrollment in linked courses, such as College Reading and English Fundamentals, to provide an environment of complementary learning. To determine the effectiveness of the program, a study was undertaken to compare the demographics, performance, and persistence measures of 819 PS students to 9,061 non-PS students over 7 semesters from fall 1991 to fall 1994. Study findings included the following: (1) the PS group was 58.1% female and 41.9% male, compared to 52% female and 48% male for the non-PS group (control group); (2) there was a slightly higher percentage of Whites in the PS group than in the control population (63.9% vs. 59.3%) and a smaller percentage of Asians (3.8% vs. 9.2%); (3) 44.9% of PS students were under 20, compared to 37.9% of the control group; (4) over the 7 semesters, PS students completed an average of 7.50 semester units, had an average semester grade point average (GPA) of 2.59, and showed a course success rate of 68.6%, compared to non-PS students who completed an average of 6.34 semester units, had a GPA of 2.49, and had a success rate of 58.9%; (5) PS students' overall withdrawal rate was 17.5%, compared to 26.4% for the control, and PS students also showed a slightly higher overall persistence rate (66.4% vs. 57.3%); (6) transition from English Fundamentals to College Composition was 12% higher for PS students than for non-PS students; and (7) PS students who persisted to College Composition had higher success rates and lower withdrawal rates than non-PS students. (Data tables by semester are appended.) (KP)

Descriptors: Academic Achievement, Academic Persistence, College English, Community Colleges, Comparative Analysis, English Instruction, Grade Point Average, Grades (Scholastic), Outcomes of Education, Program Effectiveness, Program Evaluation, Reading Instruction, Student Characteristics, Tables (Data), Two Year College Students, Two Year Colleges











Autor: Grossmont-Cuyamaca Community Coll. District, El Cajon, CA. Office of Institutional Research and Planning.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8788&id=ED386244







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