Dissertation/Thesis Abstract

Demographic Differences in Post-Secondary Outcomes Following Participation in the Diagnostic Assessment and Achievement of College Skills Intervention
by Vanderslice-Barr, Jana L., Ph.D., State University of New York at Albany, 2020, 56; 28257242
Abstract (Summary)

The majority of high school seniors are unprepared for post-secondary coursework in mathematics and reading (National Assessment of Educational Progress, 2019). Research shows traditional methods for bolstering college readiness skills to be ineffective, unnecessary for the majority of students, and associated with negative outcomes (Jaggars & Stacey, 2014). Another approach to enhancing college readiness is to offer newly enrolled college students the opportunity to assess their level of readiness, and take steps to become better prepared on their own. The Diagnostic Assessment and Achievement of College Skills (DAACS) system was developed with this purpose in mind. The DAACS is intended for use outside the confines of coursework or graded circumstances. The results are not intended for use by instructors, but for the students themselves and their advisors to use towards improvement of academic skills. The research on post-secondary outcomes associated with participation in college readiness programs is severely limited (Kolbe et al., 2018). The intent of this study is to add to the body of research on post-secondary outcomes associated with participation in college readiness interventions. The current study will also address a gap in the research literature relating to whether students’ demographic characteristics are associated with performance in college after participation in readiness interventions.

Indexing (document details)
Advisor: Andrade, Heidi
Commitee: Schlomer, Gabriel, Bryer, Jason
School: State University of New York at Albany
Department: Educational Psychology and Methodology
School Location: United States -- New York
Source: DAI-A 82/6(E), Dissertation Abstracts International
Subjects: Educational psychology, Higher education, Mathematics education, Educational administration, Education Policy, Reading instruction, Curriculum development
Keywords: Post-secondary outcomes, Diagnostic assessment, College skills, Academic achievement, College skills intervention, Reading interventions, High school seniors, Post-secondary coursework, College readiness, College preparation programs
Publication Number: 28257242
ISBN: 9798698579328
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