Search

Data from the College Entrance Examination Board's Comparative Guidance and Placement (CGP) Program were used in these two studies of students at Central Virginia Community College (CVCC). In the first study, 1971 fall quarter performance in specific courses and in all courses was compared to CGP performance. The conclusions indicate that: (1) CGP scores in general are related to overall success in college course work; and (2) it is reasonable to use CGP performance as a predictor of specific course and overall success. The second study compared the ability (as measured by the CGP scores) of CVCC students, students in the Virginia Community College System, and students in all public comprehensive junior colleges for fall of 1970 and 1971, to help determine the academic progress of students at CVCC. There appears to be a clear difference in ability at entrance among community college students at the three levels (local, state, and national). For most of the subtests, CVCC students scored higher than the state junior college students, and the state group scored higher in ability than the national group. (RN)

In the fall of 1968, 269 males and 167 females at Central Virginia Community College were administered the Holland Vocational Preference Inventory. Statistical comparisons were made scale-for-scale between these students and national normative group average scores. The comparisons of means and standard deviations were analyzed by "t" tests; the results of these tests were presented. In general it was found that both males and females were quite different from the standardized groups and appeared to be somewhat deficient in the areas considered essential for effective educational outcomes. This report was prefaced with a description of the test including a discussion of its rationale, reliability and validity, and the advantage of using this type of personality inventory. (MB)

This paper presents a model for studying the effects of operant conditioning on reading behavior. Four academically deficient college sophomores, two of whom were reinforced for appropriate responses, were chosen as subjects. After surveying each of 25 chapters comprised of 636 appropriate topic sentences, all four subjects were given mimeographed tests that measured the subjects' ability to discern and mark the appropriate material. The subjects' performance showed that reinforcement of surveying behavior following a lecture on the subject was more effective than a lecture without reinforcement. Reinforced subjects made significantly fewer surveying omissions and performed better on tests. [Not available in hard copy due to marginal legibility of original document.] (Author/RC)

The prevalence of privileged communication statutes for counseling and the extent of knowledge concerning them are examined in this study. Information supplied by each of the 50 state attorneys general indicates that only four states--Indiana, Michigan, North Dakota, and Wisconsin--have laws specifically and directly authorizing privileged communication for counseling relationships or records in the educational field. A survey of both the Virginia community-junior college counselors and the membership of the Virginia Personnel and Guidance Association indicates no knowledge of such a law in their state. However, 96 per cent of the 55 counselors and 68 per cent of the 322 responding Association members support the passage of such laws. These two groups suggest that increased counselee confidence and greater counselor protection would result. The authors conclude with a statement of the minimum legal foundation they feel the counseling field in each state needs, a copy of the four statutes currently in existence, and an extensive bibliography on the subject. (JO)

The Virginia Community College System established an ad hoc committee to review its testing program. Each member college was polled as to the areas of skills, potential, or aptitude it desired measured in each of seven curricula areas. The detailed responses of each college are included in the report. The committee established the following criteria for its study of tests proposed for adoption: coverage in the areas of a diagnostic test of reading skills, a diagnostic test in mathematics, vocational and academic interest areas, general intelligence, and scholastic aptitude; cost; reliability and validity; and research usefulness. On the basis of the criteria several proposed tests were eliminated (the proposed tests are listed) and the following were selected for detailed study: the American College Test (ACT), the Comparative Guidance and Placement Profile (CGP) of the College Entrance Examination Board, and the Junior College Placement Profile (JCPP). An extensive analysis of each of the tests in each of the criterion areas is included. The committee recommended the adoption of the CGP for 1970-71. (DG)

This study tested the use of a specially prepared rating sheet, the U-AGE Questionnaire, to obtain information about individual performances in student teaching situations and in first on-the-job positions. Ratings of U (unacceptable), A (acceptable), G (good), or E (excellent) were given for 12 categories, including personal appearance, staff relationships, emotional stability, knowledge of subject matter, atmosphere of the classroom, reaction to suggestions, and professional growth and interest. Descriptive definitions of categories and ratings were given in a separate glossary. The subjects of the study were University of Maryland students majoring in secondary school teaching of English, social studies, mathematics, and science during 1963-64 who graduated and assumed teaching positions in the fall of 1964. The students' cooperating teachers and their University of Maryland supervisors furnished student-teaching ratings. Subsequent on-the-job ratings were supplied by the school principal and each teacher's subject supervisor. Comparison of the two sets of ratings indicates a reliable relationship between student teaching performance and later on-the-job performance and suggests that the U-AGE Questionnaire could be used to develop a record of student-teaching performance to be made available to future employers. (RT)

The successful acquisition of survey behavior by students diagnosed as void of survey behavior through stimulus control and reinforcement is described. (Author)