A study of the impact of minority undergraduate student interventions on academic success as measured by cumulative GPA

Date
2003-01-01
Authors
Kornegay, Alton
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Iowa State University (ISU) has invested extensively in campus resource intervention programs in an attempt to ensure students' academic success during their sojourn at this university. For the purpose of this study, academic success has been defined as the level of achievement based on grade point average (GPA).;Having recognized a need to facilitate the development and continuance of a supportive environment for its ethnic minority student population, Iowa State University has made academic intervention programs available. The university has made several special efforts on behalf of its ethnic minority undergraduate student population in an attempt to ensure academic success to this segment of the student population. This study considered seven specific minority undergraduate student interventions: (1) Carver Academy; (2) Early Success Program (ESP); (3) Student Support Services Program (SSSP); (4) Multicultural Vision Program (MVP); (5) Leadership through Engineering Academic Diversity (LEAD); (6) Agricultural Minorities Empowered for Success (AMES), and (7) other Learning Communities (LCs).;The results of the study indicated that there was no significant difference in academic achievement between undergraduate minority students who used interventions and those who did not use interventions.

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Industrial education and technology
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