| This evaluation study examined the effectiveness of two special courses designed to improve the skills of students entering the College of Public and Community Service (CPCS), a competency-based, open-admissions institution at the University of Massachusetts/Boston. These students were unable to demonstrate minimum level competencies Reading 1 and/or Writing 1. The purpose of the study was to provide information to CPCS on how to improve its services to students with inadequate reading and writing skills. The study examined students' performance over three semesters, interviewed faculty responsible for designing and implementing the special courses, surveyed faculty and staff throughout the college, and conducted in-depth interviews with twenty students from the target population.;Results showed that while some students in the courses fared better than those not participating in the courses, 60% (of those needing the competencies) were left at the end of their first semester witout demonstrating competence in Reading 1 and/or Writing 1. Further, continued enrollment seemed linked to the demonstration of the two competencies. Both faculty and students indicated that coursework for all students with poor skills was important until competence is demonstrated.;Recommendations to CPCS include required placement in special courses based on student performance on diagnostic tests in reading and writing until competence in level 1 skills is demonstrated, recruitment and training of faculty to teach and advise students, course content focused on subjects related to public and community service and, monitoring and recording of student progress.;Implications for higher education include noting the key role that sympathetic faculty play for students with poor skills, monitoring student progress through graduation, and recognizing that such students can make important contributions to the college and wider communities. |
