't

ED. 20668.

AUTHORTITLE

PUB DATEMOTEPUB TYPE

EDRS PRICE.DESCRIPTORS

IDENTIFIERS'

DOtUMENT RESUME

. HE 018 549

Wanda E.The .Need for a Special Services Project at BowieState College.[kW25p. AN

Reportr- Descriptive (141)

L.

MF01 /PC01 Plus Postage. .

Academic Advising; Academic Aptitude; Accessibility0 ,(for Disabled); Ancillary School Service's; *Black

Colleges,; Black Students; *College Students;*Developme'ntal Studies Progri4; Grade PoNt Average;'Higher Education; *High Risk Students; *Low incomeGroups;.*Minority Groups; Remedial Instruction; SkillDevelopment; State Colleges; Student Adjustment;tudent Attriition; Study Skills; Tutoring*BoVie State College MD; Special Services forDisadvantaged Students

ABSTRACT .

Information is presented to d monstrate that BowieState College could benefit from support t e Special Services forDisadvantagekStudents Project (Special Ser ices). In spring 1983,73.7 percent of the 1619 undergraduates vore.blaCk. The mean-Scholastic Aptitude Test (SAT) verbal score lor 1982 incoming femalefreshmen was 287, compared to 306 for male freshmen. Mean SATmathematics scores .10r females and males were 312and 351,respecti'vely. A total of 55.8 percent of all freshmen indicated a 2.5on below grade point average during high school. Sixty percent of the,1982 -1983 undergraduates received financial aid, and approximately 75:percent of freshmen were first-generation college students. SpecialServices-participants need content area tutoring, academia assistance

. in reading and witing, study skills training, and advisingconcerning registration and campus life. The college also hasprograms for the handicapped, including early registration, signlanguage interpretation, notetaking, counseling, and equipment loans. t

However, funds from the state specifically designated for thehandicapped are needed. Informatiom is included On: attrition ratesfor Special Services students, freshmen students, and all students;income levels of counties froi which the college' draws students; andproposed pew academic' programs. (SW)

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1

The Need For A- Special Services ProjectAt I3owie State College.

by

Wanda E. Gill, 'M.A.., M.Ed.Director, Special Services Project

U.S, DEPARTMENT OP EDUCATION

NATIONAL INSTITUTE OF EDUCATION

, ED CAPORAL RESOURCES INFORMATION

CENTERARIel

,../hie.. illocurnent has been reproduced is

received from the pawn of ofooMeation

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MATERIAL HAS BEEN GRANTED BY

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A

TO THE EDUCATIONAL RESOURCES

It:FORMATION CENTER (ERIC)."'

1

'

*1

,First geneOtion college' studentS have special needs generated by poverty,

the lack of adeOuate role models, .a ,poor repertoire of problem solving strategies

and inadequate' social personal slcills. The problems of this population of stu-,

r..

.0

(dents and the special services and program interventions which were tried,

Vested and of hssistance have been well documented.

Thomas. A. Haynes' conducted research onthe effects of a program of. "( 4 i

counseling an 'fit tutoring, on the academic achievement of black college freshmen;.

--e r t..., .He found that prolonged a,nd consistent counseling and tutoring impacted on

course completion positively. That is, the more contacts students had with

counselors and tutors; the more likel.f they ;were to complete the ccturseg they

, were enrblled in. Successful course completiOn is directly related' to student,

retention. The qounselin,g and tutoring are nec-essary, auxiliary .services for. . ',.. . .. .

black college freshmen.. Hayines' finding.is 'consistent vh the ,findings of,.%el

2...

.

Romano and Young. Their study indicates, that students -persist more i,n the ,

roportion of credits they completed while receiving counseling and study skills

than a control group who did not receive counseling and study skills. Accord-.

ing to Romano and Young, interventions which, are directive.and structured

produce the greatbst effect on the grade point averages of student's who don't

achieve.' Turner offers another explanation for the success of special services-NT ,

AL, Haynes , Thsinnas A . ; "Effects of a Program of Counseling and tutoring onA 61 domic Achievemen of Blac.k College Freshmen", Dissertatipn Abstract Inter-national, Vol. 35, p. 1646.

),Romano, J.L. and Young, H.., "Required grov counseling/study skills for

academic mproverriept, How effective are they?" Journal of College !StudentPersonnel, Vol. 17, ppo. 512-516, April. 1974.

10'

S'

fr

0

.

progrAmS. .C.S. Turner and others' indicate that' a developmental program oft . . ° . - .s, reading, counseling and tutoring had a positive effect on the. stu-1.

.. r,

dent's -g de point- average. because the' student had more direction ales) a .bet- e* .

ter- uncle/I-standing of the school material. According to),Turner, a side effect

of the program was the positive feelings within the students involved in the .

program. Kirkland and kollandsworth 2 relate acadpmic performance to test

anxiety and study skills. They found that, academic excellence'is achieved by

scholastic- ability which translates into effectively .using a complex but teach- 1111

1 .. .

able set of acquired skills. ,Aeademieipperformance can be improved by remedi-

. .. .

ation and the teaching of study skills. They ,also found that test anxiety and

study skills were related to grade point averalies and. ACT scores for the

C ,teaching test-taking,.

These (findings have

sampled population. These results show the importance

skills to relieve test anxiety and improve test scores.

direct implications for programs which are .designed to improve a ademic per-,formance. The authors suggest that the very format of the study skills and

reading curricula currently used, starting. with test - taking -skills first and.

then advancing to more complex skills, affects academic performance.

A study .by Miles' and McDavis address the specific counseling needs of

first generation college students: According to the authors, the black student ,

population: exemplifies perceptilar, differences between services that .studets

need and what they actually i'eceive because many black students who are first

generation. college students don't recogniie their needs. They frequently ar

1C.S.. Turner and Others,. "The Effects of a Developmental Program. on Uni-versity Grades".% Journal' of College Student Personnel, Vol. 17,,.pp. 5317537,April 1974. It

.2.1 Kirkland 'and J.G. il,ollinigworth, Jettrrial of College Studeni Personnel,.Vol. 20,. pp. 431 -436, Summer 1979..

3G.13. Mils and. R.J. MeDavis "khe EffectS. of Polir. Orientation" Approacheson Disadvant ed Black Freshmen Students' Attitudes Toward The CounselingCiniter" :jouinal Vol...23, Summer 1:91, pp: 41341,13.

, .

4

t

'i.s; ,.:. ..:,rive on campus with no clearly definecrexpeqtationi Of ..o.11ege,..life. ,Iliels lack.,.

:..- ;:r, --:. .!...

of khoWledge about th 'availability, pf counseling. and... other servirieg i5`: The most' , ....,.,..:

significant faCtsor which contri6utes`tio,.'61afk StucleriWt. pertiptual inaccuracie§:,.. ''''' ' . '':...; : .!';. .. . ..... . \ ..., +.1..... . ..I At . ,.'r- ff

Most;Middle class students hive had coft.tinuin' ,:telatiiiifships's with help4i,g prp-'-,..... .. ,:..-- .Y..,:',,,, . ;.-.,...

.- 4 " f ' '''.:. ,. . .

..,.fessionals.- Lower ClaSs students htye riOtl Dhe roles-'1of the helliciUnd 'helpeel-:-

:\rI.

:%. , 4- --a-"'.. .

' . .. ... .. . . .

,: ..:.:,.1, .. ,.,have not been clearly differentiated for.'..miTy black 'students, Indeed, blaCk ..... ---.... . ..1 s7, e .. %.....t! 1. ° ...q2.. ..,,..,..

.

. -.students are less likely to perceive the Cpiihseling center pi§ a resodx!C30'. or.;- 1.7.-'..-',..

1,4..

%.,-.. ... ...,.,.....!:. it. ....'..;.. i._V [..0.... .herp. 'he authors concluded that small group orientation by...peers i's.,-.:#4,!.effeci- ...,,.,.,

. . . .. 0 .:-'?. ,,,,. ...-, -... , .,..,,, -;. ....t's,

.. ... . J 7' 11.!ive method of Orienting the student- to college servides. .Secci,ridly,, (60.results .;.

V a.4 . a .. 4 . Ft.. 4. ..,

show that this approach increased bfack students' awareneirs--oflualiz.i.n.W,the -. ..1-::?.,,,,, ,.... ,..,. -1-:- ..'\.: . ti,: s.,,.;.. /,. ,--...

center's services for academic problems Xhirdly;''..the authOrs 'sCiggest ;that if *.i.''-;`,.. .. Tn. ,..t::....... . :'...i , .

- '' .. ,.. or: , - ,, ,-, 4 t' t -n6w students are shown directly lo. the Counspling/t.kills Center and :-givert.a I 1. /A; .. !. :

.

1

..

. s+ ' ... 0

4.. :". .brie overview of various functions of the center, they knowledge-,bf: ..7:. -

how to utilize the cente). Lastly, blatk students listen to the:' advice :;(peerfi,:;:.- - . -..:4,. - . ,

.. .:..!t,,. , , ,, .

Peer coun seling can be perceived as a :tool.;

to infirm new students Of.servi05 ".'..

.

. ...that are available to them. Miles-and McDavis' clearly sends the message . -. ...::., :. . ,. '1".. ... t

that early identificatioh and intervention are critical for .first .gen,eration college

students.

W ACK . Wj.,jettIngaI steaks to..the need for non-formal education to address

'income differences' to effec status change. HiS article has!dirett .imOcatior6.1 ,

.

for fie,J, t gerieration college students. He specifically .cites the need for unem-,' ( 0 *..

plpyalable youth as literate young adults who laekobasic skills and training.

The aul,hoK proposes that, programs be de4gned to enhance the participants:,. i .

skills and provide the necessary training nbeded to perform tasks in the' society,

1We.:1916K tWijetunga, "What can nomformal education do about ihtome gen-

. eration?" Cimvergence, 12 Nos. 1-2, pp. 120-1210979. ,

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..E4Ut-at Ors s.hb!,:alii feel."7iespo....n4ible.foi- provialti the and,

. . . .

. . ..heedd..t6 :g4113- tCr tke.totilly.Unemployableis,

. 1. . ..

ciopulatjOn.'bf...:fleople belovF.C. povert line. ." t..-, ... . . .4;

This needs 6i..s0f::;irriproV,eme4,1 to move ahead in'.thcir' losing:

:' -. ... -.,:e -.0.; r /;.6 , ..

. t i : . f .. .$attle with-the economy . %Remedies jp:ust- be sought so!:that::mew generatipns....,

:,.1

arecatOpreak the'`-:poverty cycle, The. authors' conclusions re Co sistent "With4.

-

the underlying purpOse of- establishing Special Services for Disadvantsed/ . .

Student's: projec.t5', nd othe4,,TRIO pi:0404r The research sbeaks to the.

.

. Pspecific needs of '"4p ecial Services for Disadvantaged Students Project 'type

.. ... Tke..'realtlYof the demographic data Speaks to the overwhelming-

ntisnihers of such students On the Bowie State College. campus.,

. .

In the Spring 1983 semester, a total of 1,619 undergraduate students re-.

-.,gisierethfor_classeS. Of this numbed, `928. 07.3%) were females and 691 (42.6%).,

. .. ...I .**

.were males; ,' There re 516 (31.81%) black males and 679 .(41.9%)% black females.

.-.-..

we. .

Th;re were,

il., ( . A.) Indian males and 3 (.1%)..Indian females, There were, 9 .

(,5%) Asian males and 9 (.5%) Asian femalts. There were 40 ft?. 4 %) foreign

male Any' 24 (1.4%) foreign females. The .race of 11 (.6%) males and 10 (.61)

females as unknown. Ii)' other words, 73.7% or the 'total undergraduate popu-.

latiori during the Spring 1983 semester was black.4

During the Fall 1982 semester,',a total of. 1,734 undergraduate students.

registered. Of this number, 749 (43:1%) 'were male's and. 985A56.2%) were le-k - 4

niales. There were 559 02,44 black males and 302. (40.4%) black females.. ,

?ere were 1 (.0 %) male Indian and 5 (..2%) female (Indians: There were 9 .

Asian .Males and 5' (.2%) Asian females. There'were 3. (.1 %) Hisp.anit

a and 5. (.2%) Hispanic feknales4 Ttleve .were'115 (6.6%) white males' and

227. (13%) white females. There were 54 (3.1%), foreign born malesia pF1 31 (1.7%

foreign females,. The ,race of 8 .4%) .Raleti And 10 (.5%) females. 1,iyas.unknown.

I

....

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,

,

The total number/ofbrAck UndergradUSte:studelits 726%-'of the...

5

..s

IS Itotal.

.;.4I ,,. : .,,s,

. Table ,A depictS' the de grapl-gc, data for ;the school' fitorp. the iir.:9k. 197..8

tlii.Ough-th''spring of 1983':' 1.. ..,.

,.........:-.:. , ..,, ...

. ..,.-

, ,.: , , _....,da4on standarized teSt.,s0res ACE-grade point averages for ad'-

d

. ed freshmen who ma.trie'u'71.1Xed' for th .1982 -1983 dchisOl year indicate a need-.

for: atademic supportive servizes. The scores for. the fall 1982 semester areas f011oiks:' tfie mean verbal Scholasti'c Aptitude Test .(S.A.T.) score' for fe-.

males admitted to Bowie State College was 287 compared to, a. verbal mean score.

of 306 for admittedmales. The mathematics mean for males on the S.A.T. was

351 compared to a. mean'. score of 31.2 for females. The verbal mean S;A.T.

score was 297 for all admitted students. The grade point, averages ranged frOm

3.5 - 4.0 for 1.25%, 3.0 2.5 for 41.07%,.1.5 2.0 for 1441% and 1.0 1.54

fr. fof .63%" of all admitted students.' Qf the admitted students, ..a total of 55.81%. *attained a 2.5 or below grade point average during he,bigh school years.

.ages coupled with low 'Scholastic Aptitude Test scores speak to the need for

Indeed, the percentage may be higher. The dhar s ndicate 16.3%.1 4category.

called "ether" for which there is no eXplanation. The low- grade finit aver-. . ..

widespread tutoring and counseling ..

The fall 1981 scores are very similar 'to 'thefall 1982_scores. That is,

- the score for the verbal section of the S,A.T. for alL'aciniitted freshmen';-was 292 compared to a math score of 323 for the same students. In terms of'grade point averages, 58.57% of all adMitted freshmeti had grade:point averages

of 2.5 or below. 'Again, the last grade point statistic may be higher due to a

category 'other" , in which 15.71V.was accounted for .1 In other words, calcu-

Wing in the additional 46.71% would indicate that nearly 3/4 ofthehfreshmen

',admitted to Bowie State Collegehad high school, grade point averages of 2.5 tkr,

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,. ... .--, , *.,.. .1.`ABLEI4A.' ,-, ...,

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N.E li-OLLMP.NT DA T403Y OE : FAL'1,..1197.8'

r- %. +'. ,It

3.

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4.

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Sb4g ST ER1

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.

e,14CKMal Female.

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INDIAlqfpie male

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.2 3

..il .1. _.1441V

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1 9.0 .4

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ASIAN '',.

Male Fem,41e. .. *

. 2' 2 .

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3. 6.1 -2! \

fHISPANIC .

'Male .7Pelna.1,e

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WHITE 1.`4.F6132E1644..Male .:F_emdle.

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18,1;'-23.29.6 12.3.

.

171 2.66-8.3 12.9

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Male, Feigile 'r414aLe;`-,

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.71 253.7 L.'

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8.9 1, 21'4.3 .1.0

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Feinal.,._

-,: 1,.8 ",* 9

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16,0. .13.7 .6 . .

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'OtrikLSMa.Lt . -4 I Femal, e.;

...".-,; 1,. .

906, %.74. ..(''48.2' ...- 51.:.,:7

..

949 '1,1-00 '46.3 53.6

.. ,

'ALL 1978

HEADCOUNT% of Total

' .; 4,,,,/qv..

6'39 69634t0 37.0

664 781'32.4. 38.1

.

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ALL '1979' HEADCOUNT%- of Vital.

.1LL 1980 'HADCOUNT% of TOtal

i

634 80231..2 39.5

2 2

,1 .17 6..,

.36

. 3

,

rr

.

2

I.

'V

159v 2827.8 13.9

I.66.3.2

251.2

17. 8

,.16...7

.

8914$'.9

71,13556

.

ALL 1981HEADCOUNT% of TOta1,31:8

-.

592 79542.7

2* 2

.1 .1

. .

11.5

4

,

2

.1.

,

1

.0

' .

117. 2146.3 ,11:51,),

..5g.3.0

34..1.8

17*

.9,11.5

.

'790142.5

1,06857.4

SPRING 1982' HEADCOUNT

% of Total545 72331.7 .42.0

.

5 3

.2 .112 8.7 .

.

, 54/

-2 .

136 1967.9 11.4

.

.352

"211.2

16,.'9

t.,11.

.6

.

754 ..43.8

96556.1

PALL 19,2 fHEADCOUNT'% of.rOtal

.

s

559 -7,0232.2..40.4

.

1 5

. 0 .2

.

9 -15,

.5 ' 2,

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...

.5.-

.

5.2

. .

.

.115 227 ,6-.6 13

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. 543.1

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31 .

1.7

.

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.10.5

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t.74943.1,

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98556.8

SPRING 1983HEADCOUNT% of To-tal

.

.5:16 .' 679.,.31.8 41.9

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4 3

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11,0 198'6.;7. 12':2

.

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. 40..2.4

i241.4

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11.6

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10.6.

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691 .

42.6/.

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92t157.3.

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The S.A . T. ranges arse presented in Table B for fall 1982, fall 1 81, fall. r

197,hnd fall 1977. Other year groups are not, available. The data or fall

1982 show that 11.91%.of admitted freshmen who. matriculated scored 400 or.

higher on. the verbal section of the Scholastic Aftitude Test. (S.A.T.).- 88.109%

. scored below 400. on the verbal section of thk: Scholastic Aptitude Test, 14.09%

of the admitted 'group scored 400 or higher on fthe math section of the Scholas-

tic. Aptitude Tcst (S. A .T 85,91% scored below' 400 on the mathematics sec.;,-

tion of the Scholastic Aptitude Test These yercentaies speak .to:

the need for academic /tutorial assistance for most admitted freshmpn..,

mean .verbal score of 297 and the mean mathethatics score- re scores for

-admitted students. Data from the Annual R,epor-t. of the BoW"ie State College7

Institutional Research Office indite that 75% of the-admitted. freshmen are first.J.

generation college 'students., ,........ ,. .

. )

Bowie tate Collese had an enirolltnent of .1,619 undergraduate students

for the 198 83 §chool year. Of this number, 60% were on some form of

.financial aid. The tuition cost of $1,401 per year for a raryland resident tom-.

Muter by today's' standards, Yet', for the typical student, the basic...fee is exorbitant. Low income students are preoccupied with survival., The

;/safety and security needs described by Maslowl which are barely .met shadow

thethe students throughout their campus expe4riences. .Evgn low income students. .3 .

*owith 1001 financial aid are concerned with the need for money. The extra vir-

:ricular activities,, sports competitions, dating Acperiences and .fraternal/social

'organizations which:,equire expensive equipment, special crothing and tra, .

portatiOn alter th'e low income student's sell' image and affect, participation in.

/1 Ma'slaw, 'Abiatiam, Toward/ and Psychology of Being, Van Nostranct,Prince-.

ion, New Jere 1964.

el

. . . . TABLE B1 9 . .

S., ..T.. Rbnges of Admitted s.rrehmen Who 'Matriculated .

Ran 9e

'ti -FALL 1.982

VERBAL , MATH

Male. .

,Female-'Perceo' Male Female Pereent.,

y0 -800' 0" 0 4:4 0 0 .- 0:

00-699: 1 0 . ..31,-) -3 0 .94

50-599 0 '0 0 4 0 1.2,5

00 -549. 2 1 .94 4' 0 '1.25

50-499 6 2 2.51' 5 5 3.1(3,

100-449 16 10 8.;16 16 8%. 4.

V7:,52

00-399 44 36 25.08' 66 61. 39,81

00-299 65 88 47'.96 39. 63 31.-97

ther 27 21 . 15.05 . 24 4 21 14.11

()tas 161 .-. 158. 100

sAV

161 158 100.

1

VERBAL

Mange' Male Female

FALL 1979

MA'111

Percent Male Female'.

700-800 0. ; 1. .26 0 0:

600 -699 ' 0'1 0 0.

- 3 1

550-599 2 0 .52 0 14

500-549 1 1 .52 .2 1

450-499 /. 6 .2.06 '6 2

,400 -449 10' 8 4.64 17° 6

3007399 57 .. 5,8 29.64". 76 92

200-299.4,97 114. * , 54.38. , 65. 65

Other 18 13j, 7.99 18 ' 13

'Totals 187 201 100% 201.

Percent.

.61.03

.26 ,

.77

2065.93

43.30

30.66

ri.99

'100%

FALL 1981

VERBAL

Range Male

-700-800

600-699 0

550-599 1

500-549 1

450-499 4

400-449.'

300 -399 40

200-299. 86

Other 23.

Totals, 162

Female Percent0 0

0

.29

3 1.14,

4 2.29

El 4.29

56 27.43

96 52.0021, 12.57

188 .' 100%.

MATH'S

Male Female. Percent..0 0 0

1 0 .29

1 2 .86

2 4 1.714 2.00.

15 7 '6.29

68 80 . 42.2948 70 33.71

24, 21' 86

162 188 %

(F .

I.

(4.FALL, 1977

-) VERB. MATHI ,

Range Male Female Percent Male Female Percent ..

700 -800

600-699

5507599

500-549

45b -499

40Q4449

300-!399'

c-,.)-.-9p

Ctillth r

,..tr,,otalS/

O.

1

Y1

1

5

.7

..3

7.8

'. 24

-.

.'

0.

'(°i Th 1.08,

0 . 72

1 .,72,

6 J 3..944t.1.1 6:45

28 21.86

66 : 51.61.

14 . 13...62

.

0

'61

3

6

1.1

51

55

. 24 /.1.1 126 100% 151 . ,*

-8-,

,

-0 0

0 0,0 .06

1 1.43.

6 ".''t4:30

6 6.09

46 34.77 *

55 39.43.

14

',4128

2

:401kf:i 7is/

campus activities outside bf. the classroom. Low incofne students, indeed,' are

programmed Ifor failure. The campus registratadn procese,'droptadd process,.

course withdrawal process, school v.ecord maintenance, and advisement and

counseling process es al-e new dkperiences for most of these students Coun-.

selinik and advisement are crililical if they are tcoexperienv success,

The acadevic problems encountered by first 4' generation college students

include, but are' not limited to:

er

a. ) poor study habits;.b.) inadequate study environment ;

) faulty time management skills;d.:-) poor -tes., taking ertrategies

) inadequate _reading skills;f,) inadequate writing skills;

little or no knowledge,Ofresearch skills; .

h. ) poor path, science and' Englishlanguage background

7>

$. ,

The Special Services for Disadvantaged 'Students population needs'. th4 pro-

ject staff to teach ir articipants study skills and reading techniques. Partici-

n

pants need tutoring in the content areas -to addrets deficiencies In academic

areas. They need cceanseling services Whicht support the "Can 'Do attitude.r, .

In Children In Crisis, Robert ColeS cites the cyclical nature of pdverty..,.

L. Each new generation is condemned to, repeat the failures of the previoyas 'g en-1er tion. First generation to cdilege students,- like their parents, are ptagued

4 , , , (2- ..,.

... y the fear of failure. They, 4e their parfpnts; avoid the possibility of failure. ,

,f:',i",

by avoiding the very process for `success. These students must receive on-..

,

going and persistent Counseling.4'xidadvisementfrouristaff at' the college to

ease their adjustment, provide th4ii) with: a frame of refrence and initiate the

first swee1 habit-prodUcing'.taSte ouccess. The Special Services Staff attempts

to break the CyCle.of Poverty' by providing sttylents with the prerequisite 'skills

to earn a degree and a livelihood,.

4 ,: ip

ivThere 'were 15 identified handicapped students lniolled-at Bowie State

College for the 41982-83 school year. 'the studebts h.t.d '.ltie or more of the

following disorders:

1%

a. impairment of mobility;b. impairment o'f'motion 'con ; anc. learning disability

The services provided for this population included early -registration, .

sign language interpretation, note-taking , counseling, adyisemet and equip-

ment loans.

I

,.

-B-oW-ie -Stdte College has a Coordinator of Programs for 'The .Handicapped

who is alsb the Section 504 of the Rehabilitation Act 'bf, 1973 -:',Coordinator for

the college. This 'Coordinator coducted a total of 74 counseling sessions

j-wt5 sessions per student) throughout the year. In additioq, .seven disabled

students received. Charlotte W. Newcombe Scholarships fOr' the physically dis-.

abled which covered 80% of tuition costs and provided monies for readers, in-/terpreters and transportation. The, Coordinator arranged a workshop for Bowie

State College fadulty on Physical 'Handicaps which was conducted by Dale Brown

of the President's Comtnission fcir CoordinatiOn% of Services to the Handicapped .

in April 1983. Bowie State College is committed to offering its services and, . n

assistance to the disabled. However,' the oordinator, for the college is limited

by not having a budget specifically earmarked for services for the handicapped .

s

from state -services. The Coordinator of 'Programs- kir the Handicapped. is a

vcounSelor in' the Counseling Center who, spends most p the time working with

International Students and the 250 college students assigned to her. The Co-.I

ordinator secured the Charlotte W, Newcombe Scholarships during the summer.

of 1983. Although the coordinator is a tireless liorker, her resources are

limited or non-existent. During the ,Fall 1983 semester, one Special, Services

project participant was' anothet was deaf. The project provided, tutorq

.i 4

;

who worked' as readers for the blind and a tutor trained. in Ekign lanpuage to

work with the deaf student. Both students. received ,services they would have

gone without, had it not been for the project. . ,

/The" 'past success of the project is documented in Table C which compares .

the attritioq data for estmen' with the'- attrition data for the school year for

each year of funding. Of those students dismissed from the college 93% were

freshmen. in' the ,Spring 1983 semester', 50% were freshthen in the Fall 1982 se-.

mester and 54.9% were freshmen in the Spring 1982. Semester. The number of

freshmen dismissed for the .Fall 1981 semester represented 45.5% :of all students

disthissed: In the Fall 1980' semester, 63.6% of those dismissed were -freshfnen..---

Bowie State College has 'a Special Services for Disadvantaged Students project.

The participants' grade point average was 2.9 for the Spring 143 semester

and 2.7 for the Fall 1982 semester. In terms of all 'other undergraduate stu-;

dents at the college, Special Services..for Disadva' ntaged Itudents project part-

icipants scored slightly higher both semesters (the .rdean for the .Spring 1983

semester was 2.8.6 ,and the meaji for the Fall 1982 semester, was 2.65 for: all.t

other students except freshmen and Special Services- for Disadvantaged Stu-.

dents participants).

In tell;SO 'graduate and professional school enrollment, according to the 'Career Planning and Placement Office Annual Report, there were thirty - four =--

grauates of Bowie State 'College who entered a. graduate or pryfessional school. .

for each of the last three years. Eighty-five percent of these students were

at one time, project participants.

Table D compares the number of Special Services students dismissed from.

the college with both the number of tots) students dismisied and 'the number

h of freshmen, students dismissed. - Freshmen had The highest dismissal rate.

This is conbistent with most colleges and universities., ,Other students ( sopho-

mores , juniors and, seniors) also had a hilher. Attrition rate ,due to dismissal

J

110-

100 -

90-

80-

60-Number

of 50-

Students 40-

4

20

10

TABLE C

Attition Data (Academic Dismissal) For4Freshmen Compared

To Attrition Data For Bowie State College4

$1.

.1

r

FALL.1980

4

FAll 198.1

9,

4

a

S

SPRING 1982

.\

S

FALL 1982,

S

.6

S

*SS = SpoCial'Services Students 4

4

,SPRING 198'3.1/

17

110-:

'100-

90-

80-

70-

Number 6U-

of 50-

Students 40

30

20

1I

TABLE:0A,

4Attrition Data For All Student, F Anreshmen d Special

Services Project Participants

4

irm.7"7""Imm.m°";ftmagurimmmummommmal....mmo

1 . *1 . 1

14 a

1

FALL 1980 FALL 1981'? SPPING 1982. . .

*.W.AC,K = 'STUDENTSRED 14. FRESIIMEN

ed

BLUE. = SSDS TOT1CIPA1US;.

PALL 1982 , SPRING .1983'

.14

. .

It

40

-14-

. . .than Special Services students. Clearly, the' Special Services project ,impacted\on the participants ' retention 'rate at Bowie State College%.

.. . .

In terms of the geo graphical area in whiCh Ikowie State College is. IOLA' ,

and from which it draws many ,,of its students, the pet. capita' incbme is. ,

$8,616. The per capita income of neighboring.Anne Arundel County is $80,402.

Prince Georges. County haS a poptilation of 666, 071 of whom 59,737 (9 %). live

below the poverty level. Anne County has a populatiOn of370, 775

with 31,042 (8%) living belo the poverty. level.

The specific. cities Within PKince Oeorgestand Anne Arynciel Counties are

charted as follows for population, per capita income and number of .persons

wlbse income i8 below the poverty level.

4

tl

CITIES IN PRINCE GEORGES

'AND

ANNE ARUNDEL CO- TIES: BY POPULATION,

PER CAPITA OME, AND POVERTY'06TATUS

Place Population

Annapolis 31,740

Bowie / 331695

Capital 1-leiglits 3,271'

District Heights 6,799._

Fairmont Heights . 1,616'

Largo a 5,557

Laurel 12,103

on Hill 36,267

Severna Park 21;253.

jSuitland 32,164.

p.22.

Per CapitaIncome

-$ 8,581

9,612

8(6.6

5,290

10,945.

i 9,099...

1.8'500'

40,944/

8;313.

Persons BelowPoverty. Level

5,759

771

631/11)6

573

.

p.1,620

527.

2,605

U rS. of ensue, 1980.Census of Pop,ulation'and HoLusing: garyland,.fi

-

1 '-

. ,

f :

110

Y

Prince Georges and, :Anne Arundel Counties have a-high incidence of unern-$a

ployment. and a large number, 'of residtrts receiving welfare assistance. Accord-..

e.ing Prince Georges Couhty Department:of Social Welfare, 6,176 people .

-received Aid to Families with -Dependent Children (AFDC) in fiscal year 1981.

In fiscal year 1.982, 7,717 people received Aid' toVamilies with 'Dependent Child-

ren (AFDC). In 198.1, 894 individuals received general public assistance j(GPA)

compared to 934 in. 1982.,.1 Ln Anne Arundel County, 4,081. inclividualg received.

Aid to 'Families .with Dependent Children (AFDC) in fiscal 19.81 compared to 3,855

recipients in fiscal 1982. 2 Anne Arundel uounty. had 815 and 792 recipients of

:General Public Assistance ,(GPA) in fiscal years. 1981 and 1982, respectively.,

A large ,number of Bowie State College freshmeii come from high schools

in Prince Georges and Anne Arundel Counties with a high incidence of low,. . . ,

income enrollees. Table E presents data on the high schools in Prince Georges.. .

..., and. Anne Arundel .Counties that most Bowie freshmen from those counties come-

from. Table/ indicates an overwhelming student to counselor ratio. The

numbers of students assigned to each counselor speak clearly to the need for.

more counseling services for students at' the high school, level. The implication

for colleges is that most students coming from high schools are not used to.

\having support services readily available to them. As a result, ,they tend to

relr on themselves and peers rather than,,trained counselors. The tudentsA0.

typically are not aware of their options in order to make realistic choices 'for'

oollege majors. -The need for counseling is clear.

Bowie State College needs the Special, Services for Disadvantaged Students

project on its campus. The historical and present role of the project .makes

its funding a*necessity for the first generation, finantially ,needy and handl-

capped .studentswit serves:

3,Prince Georges County DepartMent.of Social Services, ,Annual..Report,

2Annse Arundil County Department, of Seririces, Ahnual. Report.

21

11

High Schocils

Annapolis

Bowie

-Central

.Crosslad

Duvalr

FaIrmont Heights

.Largo

Laurel

Oxon H'ill

Potomac, .

9.

Severna Park'

South River

Southern

Suitland,.

TOTAL

'TABLE E: DATA ON HIGii ACADEYIIC YEAR 1931-82

TotalEnrollment

2,033

2,955

921

2,09.2

1;625

1,118

1,648

.1,749

1,545

21,016

10459

1,157

'2,073

No% ofloW-incomeStu'cients'-

ANUmber ofGradUates

Drop-out. Rate

192.

168'

139

175

. 265

250

.164

. ,105

144

166

18

73

104

150

22,$45. 2,113

499

774

302

503

40D

292

53]

435

420

408

694

3]4

22],

6k24ck

150% of gradiates enroll in postsecondary education .

2' .

Pripee George's and Ande Arundel dounties.Sehools-

-16-

t.

1

7.18

.3.59

1.16

3.86

4.92

3.68

`5.17,

5.24

3.6

7.60

: 5.35

2.35

62.23,

I

Counselor,ituf3ent

Ratio

407:1

406:1

376:1

350:1

390:1

375t1

362:1

349:1

360:1

403:1

365,!))

386:i

398:1.

Administration AnaualEttplat,

ti

:6

6

-17-

On January 6 , . 1983, in A Special Report, the Board of Trustees of' the.

State. Universities and Colleges of Maryland announced plans for Bowie State.

College in' New Directions for the .80's. The report wtifh was prepared by the

Academy for, Educational Development of Washington, D.C. made' specific recom-

mendatiOrs .for program and ,curricular changes and" deVelopment based on geo-

graphical* marketing surveys. Among the Academy's recommendations to the

Board 'which have since been adopted by the Board are the following .new pro-1grams and proposed implementation, 'dates.

Degrees and Program Proposed Implementation Date

Bachelor of Technology in 10 .

Concentrations

Bachelor of Science in ComputerScience

Mastef .of SCience in ComputerTechnology ,

Master of Arts in Human ResourceDevelopment

Master of `Science'in Nursing Fall 1985

Master ,of Science in Management Spring 1985Information Systems

Fall 1983

Spring 1984

Fall 1984

Spring. 1984

c..

The Bachelor of Science in Computer Science was implemented in Fall, 1983.1

The announcement of this new prog4m prior to registration led to the identi-.

fication of Computek Science by a large number of .first-tithe fresmen. Many

other students indicating .majors in the Business Administration areas and in

other disciplines have also enrollegl in computer science and related math Courses.

National needs in the coMputek science and math area are well-documented 'and"

:the' promise' of jobs in these areas make 'them' especially attractive to disadvant-,

r r . ..

1Bpwie 'State College: New Directions foi. the El'Q's,:k/Special Report bythe Board of Trustees of the State Universities and Colleges ,of . Maryland, January'6, 1983, pp. 19-20. ,

.

Z

aged 'students.. National. data on the underrepresentition of minorities in niathe-N

noatics, science, and engineering fields is also well-doCumerited. The Math 'SAT

score ranges of our entering' freshmen are indicated in this narrative. Consid-t-

eration of all these factors will lead to the inevitable. conclusion that strong, .44

additional tutorial support in . math and comiiter science areas will be vitaiw'to

the acadethic. success, of Special Services' :for Disadvantaged Students projecti

participants.

cis

%b.

A

25