7. Women with more than one dependent, who work outside of school and who carry more than six
credit hours are more likely to succeed than any other subgroup in the study.

%. Men taking fewer than six credit hours, who are single and who have not followed advice are more
likely to fail and drop out than any other subgroup in the study.

9. Except for women students in #2, above, credit hour load has no relation to academic success or
persistence.

The Predictions
In general, predictions can be made about whether new students will tend to follow assessment-related
advice or not. Those likely to follow advice are:
1. the academically underprepared
2. those with more than $500 in financial aid

3. those with more than two dependents, carrying more than six credit hours
4. married, working women with two or more children

5. students over age 25

6. the handicapped.

Those prospective students likely not to follow advice are:
those taking one course for personal enrichment or for career upgrade
males in their late teens or early twenties
those with less than $500 in financial aid
non-native English speakers, especially international students
those with 13+ years of schooling
those with no dependents
single or divorced males and females under 24.
‘There is also some clear indication that further, in-depth evaluation of the data likely would result in the
following findings:
1. Failure to follow advice can be associated with freshmen dropouts from four-year colleges (probably
males).
2. Lack of persistence, but not failure, can be related to child care needs, especially in the subgroup of
married women over 25.
3. Low persistence among women (especially Hispanics) is related to lack of family support.

TRONS

NS

Dissemination and Continuing Research

The committee has been encouraged by the community college governing board to disseminate results of
the study and to continue research on affective variables, such as motivation and self-esteem. Continued
study will also focus on the needs of minority and women students and the programmatic needs of
counseling, offices at individual colleges. An executive summary of the report has been distributed to
presidents, deans of instruction and student services, and to counselors and teaching faculty. A prepared
presentation will be given by committee members at their colleges, adding texture and depth to the executive
summary. Finally, each Colorado community college catalog will contain a specific statement alerting
students to the proven benefits for following assessment-related advice and urging them to seek counseling
assistance.

William Richards
Instructional Dean
Chair, Colorado Assessment & Basic Skills Committee

For further information, contact the author at Community College of Denver, 1111 West Colfax Avenue,
Denver, CO 80204.

 

42

Suanne D. Roueche, Ecditcr
May 13, 1938, Vol. X, No 16

INNOVATION ABSTRACTS Is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of
Texas at Austin, Austin, Texas 78712, (512/471-7545. Subscriptions are avallable to nonconsortium members for $35 per year. Funding In
part by the W. K. Kellogg Foundation and Sid W. Richardson Foundation. Issued weekly when classes are In session during fall and spring
terms and once during the summer.

* The University of Texas at Austin, 1988
Further duplication Is permitted only by MEMBER Institutions for thelr own personnel. ISSN 0199-106X