Dissertation/Thesis Abstract

Affecting college English placement scores: College readiness remediation for high-school seniors
by Olsen Rowland, Joyce Kay, Ed.D., University of Phoenix, 2011, 121; 3529353
Abstract (Summary)

The purpose of the quantitative ex post facto study was to compare the English Placement Test (EPT) scores of students before and after the Expository Reading and Writing Curriculum (ERWC) remediation efforts had been employed and to determine the effectiveness of the ERWC in raising EPT scores. Using a Wilcoxon signed rank test, the researcher found insignificant relationships between high-school students exposed to the ERWC modules created by the California State University task force. The percentage of proficient students was the dependent variable. This variable was measured at two points: in the 2007-08 school year and then again after the ERWC module implementation in the 2008-09 school year. Two additional research questions were examined dividing participating schools into low and high module schools. The results of the Wilcoxon signed rank test were not significant. Recommendations for educational leadership include returning to the original focus of CSU leadership to provide earlier training of K-12 teachers in preparing students for college, as well as a re-evaluation of the expectation for all students to attend college immediately following high school.

Indexing (document details)
Advisor: Collett, April
Commitee: Bowers, A. Anne, Jr., Crawford, Linda
School: University of Phoenix
Department: Advanced StudiesEducational Leadership
School Location: United States -- Arizona
Source: DAI-A 74/01(E), Dissertation Abstracts International
Subjects: Language arts, Secondary education, Higher education
Keywords: College readiness, Critical writing, English placement scores, High school to college transition, Preparing high-schoolers, Remediation
Publication Number: 3529353
ISBN: 978-1-267-65568-4
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