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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1981
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED224357 |
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| _version_ | 1867181867003805697 |
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| author | Ayres, Q. Whitfield Bennett, Ronald W. |
| author_facet | Ayres, Q. Whitfield Bennett, Ronald W. Ayres, Q. Whitfield Bennett, Ronald W. |
| collection | Education Resources Information Center |
| contents | University Characteristics and Student Achievement. Ayres, Q. Whitfield Bennett, Ronald W. Academic Achievement College Curriculum College Libraries Education Majors Educational Background Expectation Higher Education Institutional Characteristics Reputation School Funds Standardized Tests Student Characteristics Teacher Characteristics Teacher Education Undergraduate Students Characteristics of colleges that are related to the achievement of undergraduates in teacher education were studied, based on study of 15 North Carolina institutions, 10 predominantly white and 5 predominantly black public universities. Student performance on the National Teacher Examinations and Scholastic Aptitude Test (SAT) scores were used as indications of achievement, which was correlated with the following college characteristics: library facilities, the age and size of the institution, curriculum, student body attributes, financial resources, and faculty characteristics. In addition, interviews were conducted in 1981 on four campuses with the chief academic officer, teacher education faculty, and students with high grade point averages. Aggregate data from the schools and interview findings indicate that faculty characteristics were the most important influence on student achievement, followed by student body attributes, appropriations directed toward faculty improvement, and curriculum design. Degrees obtained by an institution's liberal arts faculty were the most strongly related to differing achievement rates. Faculty expectations of students were related to the reputations of institutions from which faculty members earned their degrees. Prior educational background of all students on a campus appeared to be the most important student body attribute for influencing college achievement rates of students with comparable precollege learning. In addition, the average SAT score of the entire student body and the proportion of a campus's student body drawn from the top 40 percent of a high school class were highly correlated with differences in achievement. (SW) |
| format | Recurso educativo Open Access |
| id | eric_ED224357 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1981 |
| record_format | eric |
| spellingShingle | University Characteristics and Student Achievement. Ayres, Q. Whitfield Bennett, Ronald W. Academic Achievement College Curriculum College Libraries Education Majors Educational Background Expectation Higher Education Institutional Characteristics Reputation School Funds Standardized Tests Student Characteristics Teacher Characteristics Teacher Education Undergraduate Students University Characteristics and Student Achievement. Ayres, Q. Whitfield Bennett, Ronald W. Academic Achievement College Curriculum College Libraries Education Majors Educational Background Expectation Higher Education Institutional Characteristics Reputation School Funds Standardized Tests Student Characteristics Teacher Characteristics Teacher Education Undergraduate Students Characteristics of colleges that are related to the achievement of undergraduates in teacher education were studied, based on study of 15 North Carolina institutions, 10 predominantly white and 5 predominantly black public universities. Student performance on the National Teacher Examinations and Scholastic Aptitude Test (SAT) scores were used as indications of achievement, which was correlated with the following college characteristics: library facilities, the age and size of the institution, curriculum, student body attributes, financial resources, and faculty characteristics. In addition, interviews were conducted in 1981 on four campuses with the chief academic officer, teacher education faculty, and students with high grade point averages. Aggregate data from the schools and interview findings indicate that faculty characteristics were the most important influence on student achievement, followed by student body attributes, appropriations directed toward faculty improvement, and curriculum design. Degrees obtained by an institution's liberal arts faculty were the most strongly related to differing achievement rates. Faculty expectations of students were related to the reputations of institutions from which faculty members earned their degrees. Prior educational background of all students on a campus appeared to be the most important student body attribute for influencing college achievement rates of students with comparable precollege learning. In addition, the average SAT score of the entire student body and the proportion of a campus's student body drawn from the top 40 percent of a high school class were highly correlated with differences in achievement. (SW) |
| title | University Characteristics and Student Achievement. |
| topic | Academic Achievement College Curriculum College Libraries Education Majors Educational Background Expectation Higher Education Institutional Characteristics Reputation School Funds Standardized Tests Student Characteristics Teacher Characteristics Teacher Education Undergraduate Students |
| url | https://eric.ed.gov/?id=ED224357 |