%0 Thesis %1 dansby_factors_1999 %A Dansby, Jacqueline O. %D 1999 %K ADMINISTRATION, EDUCATION, Higher, SECONDARY %T Factors influencing academic achievement among pre-college program participants at a private, four-year university %X The purpose of this study was to identify factors that influence the academic achievement of low and high achievers enrolled in a pre-college program at a private, four-year university. The study sought to determine whether a relationship existed between academic achievement (grade point average) and (1) ability as measured by the Texas Assessment of Academic Skills (TAAS); (2) past achievements including courses completed; (3) use of out-of-school time; and (4) post high school plans A questionnaire was administered to the population of high achievers and low enrolled in the Upward Bound Program at St. Mary's University in San Antonio during the 1997–98 academic year. The grade point average and Texas Assessment of Academic Skills results were collected from student records. A semi-structured interview was conducted with a random sample of low and high achievers. Based on an analysis of data from low and high achievers, it was found that academic achievement was influenced by (1) past achievements and courses taken; (2) use of out-of-school time; and (3) and post high school plans. A small difference was found in ability as measured by the Texas Assessment of Academic Skills (TAAS) between low and high achievers. Educational administrators of pre-college programs must be cognizant of factors that influence academic achievement among high and low achievers in designing effective services, particularly with respect to the provision of academic skill development, advisement on selection of high school courses and guidance with respect to academic preparation of participants. They must be able to articulate the impact of identified factors to parents, teachers and service providers within the community in the context of effective strategies designed to strengthen the academic preparation of pre-college program participants. In an era of shrinking fiscal support for education, the implications of this study may better enable policy makers to determine priorities in allocating limited financial resources that will result in increased academic preparation and raised levels of academic achievement among pre-college program participants.

@phdthesis{dansby_factors_1999, abstract = {The purpose of this study was to identify factors that influence the academic achievement of low and high achievers enrolled in a pre-college program at a private, four-year university. The study sought to determine whether a relationship existed between academic achievement (grade point average) and (1) ability as measured by the Texas Assessment of Academic Skills (TAAS); (2) past achievements including courses completed; (3) use of out-of-school time; and (4) post high school plans A questionnaire was administered to the population of high achievers and low enrolled in the Upward Bound Program at St. Mary's University in San Antonio during the 1997\–98 academic year. The grade point average and Texas Assessment of Academic Skills results were collected from student records. A semi-structured interview was conducted with a random sample of low and high achievers. Based on an analysis of data from low and high achievers, it was found that academic achievement was influenced by (1) past achievements and courses taken; (2) use of out-of-school time; and (3) and post high school plans. A small difference was found in ability as measured by the Texas Assessment of Academic Skills (TAAS) between low and high achievers. Educational administrators of pre-college programs must be cognizant of factors that influence academic achievement among high and low achievers in designing effective services, particularly with respect to the provision of academic skill development, advisement on selection of high school courses and guidance with respect to academic preparation of participants. They must be able to articulate the impact of identified factors to parents, teachers and service providers within the community in the context of effective strategies designed to strengthen the academic preparation of pre-college program participants. In an era of shrinking fiscal support for education, the implications of this study may better enable policy makers to determine priorities in allocating limited financial resources that will result in increased academic preparation and raised levels of academic achievement among pre-college program participants.}, added-at = {2018-06-19T15:18:45.000+0200}, author = {Dansby, Jacqueline O.}, biburl = {https://www.bibsonomy.org/bibtex/2ec09daf071919e2568b9fa9e4c395b04/prophe}, interhash = {45f2f159892971625de9f205a4bb32fb}, intrahash = {ec09daf071919e2568b9fa9e4c395b04}, keywords = {ADMINISTRATION, EDUCATION, Higher, SECONDARY}, school = {Texas A\&M University}, shorttitle = {Factors influencing academic achievement among pre-college program participants at a private, four-year university}, timestamp = {2018-06-19T15:18:45.000+0200}, title = {Factors influencing academic achievement among pre-college program participants at a private, four-year university}, type = {{PhD} {Thesis}}, year = 1999 }