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Success in college




At 0400 AM 1/8/2002, you wrote
> >  If you are looking to predict success
> > >in college physics, look for whether the HS physics teacher used no text.
> > >(after Sadler's recent _science education_ article)
> > >Dan M
>
>In APA format (widely used in Sci Educ Rsch, including by this journal)
>
>Sadler, P.M. & Tai, R.H. (2001).  Success in introductory college physics
>The role of high school preparation.  Science Education, 85(3), 111-137.
>

It has taken me a few days to catch up on mail, but I think this thread had comments regarding what SAT, ACT, etc., predict/not predict.

If anybody still has a thirst for information, I suggest Malcolm Gladwell's "A Critic at Large: Stanley H. Kaplan and the S.A.T.s." in the 17 Dec. 2001 issue (pp. 86-92) of The New Yorker.  I'm sure it is in your library, look for the cover with Osama et al. riding scooters.      On line, go to http://www.newyorker.com/ and click on 'critics' and scroll to 'at large'.

I'll admit I don't follow much of the hard research in contemporary SE, but I observe, from the field, what seems to work in predicting college success:

1. Whatever dependent measure you use (GPA, graduation rate, etc.) in, e.g., year 2002, is positively correlated with number of books read before year 2000.  Two years is not an absolute, but time is required to 'internalize' new vocabulary and complicated syntax.

2a. Success appears dependent on a mentor, especially the first 1-1.5 years in college.  Many administrators are discovering 'first year experiences' as a way to retain students.  Whatever happened to the 'advisor', not someone who merely signs course registration, but someone who takes an interest in a student and helps the student discover his/her abilities and goals?

2b. Success appears dependent on whether the student had a meal on a regular basis with parents/adults or others who took an interest in the child's development.  This doesn't have to be dinner every day; breakfast every Saturday is probably OK, but whatever you do, don't use a box - make it from scratch.  Engage the kids, encourage creativity and learning from mistakes.

3. A few years ago, UW-Madison Chemistry Dept. studied science and engineering graduation GPAs and found a strong correlation with calculus grade, i.e., GPA(4.0-3.x) = f(calculus "A"), GPA(3.x-2.9) = f(calculus "B"), etc. (I don't remember the exact cutoffs.)  Jokingly, somebody said "We can eliminate the entire chem 101 lab program - just show us your calculus final!"  Why do students get A's in calculus?  I cannot speak for everybody, but I believe it involves studying the subject on a regular basis, keeping up with the course.  Sadly, I don't see more than 30% of contemporary college students putting in the 2-3 hrs per week for each credit.  A real gap exists between what we (college instructors) expect and what students perceive their responsibility is.  I'm not saying HS teachers are the problem (administrators/state regs, maybe); parents have to take the ultimate responsibility.

Back to 1. & 2., above.  If a student doesn't have the background (a good library and someone willing to encourage the student) that doesn't mean the student can't/won't succeed.  That student will just have to practice more.  Success is a strong function of effort.  See Gladwell on Kaplan.

Joe Sabol
Marquette, Mich.