Summary of Results from Community College TASP Effects Questionnaire.

Autor/inn/en	Angel, Dan; und weitere
Institution	Austin Community Coll., TX.
Titel	Summary of Results from Community College TASP Effects Questionnaire.
Quelle	(1990), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Educational Assessment; Educational Legislation; Enrollment Trends; Financial Support; Program Effectiveness; Program Implementation; Questionnaires; Two Year Colleges; Texas + Suchen Sie Ihr Suchwort? Community college; Community College; Education; assessment; Bewertungssystem; Bildungsrecht; Schulgesetz; Finanzielle Förderung; Fragebogen
Abstract	In 1990, a survey was conducted of Texas community colleges to determine what, if any, effects they experienced after the first full semester of the implementation of the Texas Academic Skills Program (TASP) implementation. The questionnaire solicited information on the impact of TASP on enrollment and on interactive television and off-campus/satellite programs, current and expected changes in funding levels, the use of local basic skills assessments, computer tracking and monitoring systems, policy and procedural changes, implementation problems, and TASP benefits. Study findings, based on responses from 38 (77%) of the 49 Texas community college districts, included the following: (1) 80% of the respondents reported that more time was needed to gauge the effectiveness of the TASP; (2) 20 colleges reported that TASP had no significant impact on program enrollments, though several schools were anticipating a negative impact on evening programs; (3) 27 colleges reported no significant effect by TASP on overall enrollment, though seven colleges reported that physically handicapped, learning disabled, personal enrichment, and/or prison inmate students appeared to be affected negatively; (4) 37 colleges expected TASP implementation to require an increase in funding and to require significant funding help from the state; (5) 34 colleges administered a local basic skills assessment for placement of incoming students; (6) 23 colleges used the LONESTAR computer program to track and monitor student progress; and (7) all colleges reported making some policy and procedural changes to accommodate the TASP. The survey instrument is attached. (JMC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC