A STUDY OF THE EFFECT OF THE D.C. PUBLIC SCHOOLS' HUMANISTIC STUDIES PROGRAM ON THE COLLEGE-BOUND STUDENT'S ADJUSTMENT AS A FRESHMAN (DISTRICT OF COLUMBIA)

This study examined the extent to which students made successful first-year transition in college after completing the Humanistic Studies Program offered in the D.C. Public Schools. The research evaluated the skills and techniques of the individual in the H. D. Woodson Humanistic Studies Program as it contributed to the student's abilities to: (1) Develop a structure to complete the academic work in college; (2) Select social activities with an impact on college adjustment; and (3) Interact with peers and professors in the college environment. The fifty students in the experimental group were graduates of H. D. Woodson Humanistic Studies Program with the 1980 and 1981 classes. The forty-five students in the control group were randomly selected from the graduating classes of 1980 and 1981 by their grade point average of B or better, SAT verbal score of at least 600 and attendance at a college or university. The subjects responded to the College Student Experience Questionnaire developed by C. Robert Pace in the Laboratory for Research on Higher Education at UCLA and an Informed Consent Form. MANOVA was used to analyze the humanities and non-humanities students' responses. An analysis of variance was used to check for differences between students with varying levels of preparation for the college experience components. The null hypotheses of no significant differences in the mean score of the humanities and non-humanities group on course learning, experience in writing, library experiences, use of the athletic and recreation facilities, participation in the arts, clubs, organizations and student union, experiences with faculty, personal experiences and acquaintances, conversational topics and information, opinions about college and estimates of gains were rejected. No significant differences were found between the experimental group and control group on the topics of conversation and opinions on college components. Related studies in the area of academic, interpersonal, cultural and social skills and techniques developed during high school and the student's ability to adjust to the college experiences support the findings. Further research is indicated in order to assess the influence and importance of high school performance on the results of topics of conversation and opinions about college.