An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University

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Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302. Twelve studies were found which had been done in this area since 1980. One was directly related to this study. ... continued below

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iv, 49 leaves

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Grimm, J. Ed (Joseph Ed) August 1988.

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  • Grimm, J. Ed (Joseph Ed)

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Description

Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302.
Twelve studies were found which had been done in this area since 1980. One was directly related to this study.
The Anglo and Hispanic population of the freshman class of 1987 was tested. Blacks were not included as they comprised less than 9 percent of the freshman class. There were 69 students in the experimental group and 162 in the control group.
A pretest-posttest design was used. A three-way analysis of variance set up data for statistical testing. The Alpha level was set at .05.
The findings indicate a significant difference for Hypothesis 1, which predicted no significant difference in the posttest performance of students required to take English 1300 and the pretest performance of students who were not. Therefore it was rejected. Because statistical testing yielded no significant difference for Hypothesis 2 — there will be no significant difference in posttest performance of Hispanic and Anglo students who were enrolled in English 1300, and Hypothesis 3—there will be no significant difference in the posttest performance of males and females who enrolled in English 1300, they were retained.
Results indicate that while there is a significant difference between the means of the remedial students' posttest scores and means of the regular students' pretest scores, the program raises the performance of remedial students to a level accepted by Sul Ross State University. Therefore, the program is considered successful.

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iv, 49 leaves

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  • August 1988

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  • Aug. 22, 2014, 6 p.m.

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  • Dec. 11, 2015, 1:09 p.m.

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Grimm, J. Ed (Joseph Ed). An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University, dissertation, August 1988; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc331745/: accessed October 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .