Input-Output Relationships in a Sample of California Public Junior Colleges (original) (raw)
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1974
In the past decade, many colleges and universities have reduced or eliminated the number of required general education courses, which had the original purpose of assuring a well-rounded' liberal education. The important question is how such curziculum reforms, which increase student choice as opposed to university choice of courses, affect the product of higher education. In particular, does the removal of general education course requirements affect the student retention rate, grade-point average, or choice of major? In 1969, a randomly selected group of 485 entering students were given the option to not take the usual set of required general education courses. A control group of 485 students were not given this option. Four years later, the data were collected on these students. The findings generally support a move towards more student choice. The results of the study indicate that students in the experimental group had a higher retention rate and received more university resources, measured in dollars, than did students in the control group. Section 2 presents the hypotheses of interest, section 3 describes the data set, section 4 presents a discussion of the statistical tests of the hypotheses, and section 5 contains conclusions and recommendations. Appendices include the model of student learning and resource choice, statistical data, and the survey questionnaire.
1982
Perspectives on characteristics of college curricula, their influence, and assessment are analyzed, based on a 1982 panel held for the National Commission on Excellence in Education. Discussion topics pertaining to programs and degrees included the proliferation of programs, the college credit hour, changing student constituencies, vocationalism and its effects, and institutional values. Topics concerning the course included the quality of instruction, teaching strategies, the institutional commitment of faculty, and student motivation and expectations. In addition, issues regarding the influence of college curricula on high schools were addressed. Ccnclusions of the panel include the foll9wing: (1) the quality of undergraduate teaching is more important than the content of curriculum in-the search for excellence; (2) changes in the course offerings of general education requirements in colleges do influence what high schools offer and what high school students take; (3) and althOugh integrative, or synthetic, thinking is difficult for college students to master, most college curricula,do not address this thinking mode. Additional concerns include: the cost of excellence, advocacy for liberal/general education, the role of federal aid, and the value of personal improvement courses. (SW)
2004
The survey was emailed to 335 principals, teachers, and counselors. There were 136 total respondents who completed the survey for a 41% response rate. The response rate was highest among teachers (56%) followed by principals (32%) and guidance counselors (22%). Note that 17 respondents did not indicate their title (13% of total respondents). Methods Analytic Strategy This report follows a two-pronged strategy in analyzing the survey. The first prong utilizes scales, developed from close-ended questions, which summarize the overall level of positive or negative impact CIS had on the school, teachers, departments, and students as well as all four combined. The report presents the average levels of impact for each summary scale, differences in the summary scales by respondent position, and whether the average level of impact for each of the summary scales was related to support for charging tuition for CIS courses. Appendix A presents the mean response for each individual close-ended question on which these scales were based. Three criteria were used in creating each scale: (1) responses to the individual questions used were at least moderately associated with one another (Kendall's B correlation of .40
The Impact of Community Colleges: Bibliography [Revised]. Report No. 1
1972
Neeth, L. Richard. SeleCted Issues in Higher Education. Teachers College-An Annotated Bibliography, 1965. 213. Nelsen, E.A. and Johnson, N.C. Attitude Changed on the College Student. Questionnaires: A Study of Students Enrolled in Predominantly Black Colleges and Universitieo. Paper presented at the Annual Meeting of the American Ed. Res. Assoc., New York, Fdbruary, 1971, 33 pp. 214. New Challenges to the Junior Colleges: Their Role in Expanding Opportunity for Negroes.
The American community college
1982
This monograph provides a comprehensive overview of community college education in the United States. Chapter I reviews the social forces that contributed to the development and expansion of community colleges and the continuing changes in institutional purposes. The ^'-anging'patterns of community college student characteristi; avt the focus of Chapter II. Chapter III examines the faculty-related issues of full-and part-time staff, tenure, salary, workload, modes of faculty evaluation, professional associations, and teacher preparation. After Chapter IV explores changes in college administration with respect to institutional size, collective bargaining, available funds, and locus of control, Chapter V describes the various funding patterns used to finance community :olleges. Instruction is considered in Chapter VI with focus on learning resource centers and the stability of instructional methods which has been maintained in spite of the introduction of new technologies. Chapter VIE explores student services and personnel functions. Chapters VIII, IX, and X consider the positions of career, compensatory, and adult education in the community college curriculum. Chapter XI looks at the rise and fall of liberal arts education in the curriculum. Chapter XII traces the development of general education curricula, and Chapter XIII examines the social role of the community college. An '
Student Characteristics Report: 1973-1974. Report No. S-107-74
1974
In this study, a descriptive summary is presented of the student population enrolled in member colleges of the Junior College District of Metropolitan Kansas City, Missouri. The profile data in this study are the result of a student questionnaire administered to students attending district community colleges during fall semester-1973. Of the total district population of 10,879 full-time and part-time students, 10,117 students (93 percent response rate) completed and returned usable questionnaires. The study was guided by two basic purposes: (1) to describe and analyze characteristics of students unique to distribt community colleges, and (2) to examine the district student population in terms of differentiation from "traditional" student populations in a national sample of 2-and 4-year institutions. The study begins with the presentation of a model for classification and analysis of student ristics data in higher education. A total of 29 student characteriatica variables are described in the study. Thirty tables provide the study data.
Community College Journal of Research and Practice, 2019
Apart from awarding associate degrees, two-year colleges (also referred to as associate colleges and community colleges) may vary distinctly in their disciplinary focus. Certain institutions offer more courses geared toward specific career fields, while other two-year institutions offer courses to prepare students to transfer to four-year institutions. Existing studies on graduation rates, however, did not differentiate institutions with different curriculum contents. In 2015, a new Carnegie Classification of associate colleges was introduced to organize two-year institutions by main curriculum contents: High Transfer, Mixed Transfer/Career & Technical, and High Career & Technical. This study explored how the characteristics and expenditures of two-year institutions with different curriculum contents impacted institutional graduation rates. The results indicated that both the institutional characteristics and the degree to which they influenced three-year graduation rates varied across the three distinct categories of associate colleges. Based on the results of the study and the surrounding scholarly literature, recommendations for practice are provided.
1993
This study identified input, environmental, and output variables accounting for differences between successful and unsuccessful groups of underprepared students at Johnson County Community College (Kansas). The study applied an adaptation of Alexander Astin's input-environment-output model of assessing student and institutional effectiveness. "Underprepared" students (n=313) were defined as earning assessment scores resulting in placement in a developmental reading or English course. Successful students (n=188) were defined as those underprepared students who eventually earned a degree or certificate or completed at least 24 credit hours. Two input variables were found to distinguish between the successful and unsuccessful groups: (1) reading scores and reading placement ievel on the "Assessment of Student Skills for Entry and Transfer" measure and (2) high school grade point average. The only environmental variable separating the groups was the number of first term credit hours. Two output variables, highest developmental English course completed and nondevelopmental grade point average, were also significant factors in neparating the two groups. Based on these findings, the completion of reading and English developmental courses appeared of utmost importance in improving the underprepared student's chances for success. Institutional policies that "force" intervention were also viewed as important. Finally, mandatory placement in developmental courses during the first semester of enrollment seemed vital to helping underprepared students succeed. (Contains 20 references.
1982
Perspectives on characteristics of college curricula, their influence, and assessment are analyzed, based on a 1982 panel held for the National Commission on Excellence in Education. Discussion topics pertaining to programs and degrees included the proliferation of programs, the college credit hour, changing student constituencies, vocationalism and its effects, and institutional values. Topics concerning the course included the quality of instruction, teaching strategies, the institutional commitment of faculty, and student motivation and expectations. In addition, issues regarding the influence of college curricula on high schools were addressed. Ccnclusions of the panel include the foll9wing: (1) the quality of undergraduate teaching is more important than the content of curriculum in-the search for excellence; (2) changes in the course offerings of general education requirements in colleges do influence what high schools offer and what high school students take; (3) and althOugh integrative, or synthetic, thinking is difficult for college students to master, most college curricula,do not address this thinking mode. Additional concerns include: the cost of excellence, advocacy for liberal/general education, the role of federal aid, and the value of personal improvement courses. (SW)