An Evaluation of a Compensatory Introductory Sociology Section

Abstract

A comparison, via path analysis, of educationally disadvantaged students (EOP) as participants and non-participants in an experimental section of a large introductory sociology course did not reveal significant differences in test performance. Given the great predictive strength of verbal SAT (r = .65) and the large differential in SAT scores between EOP and non-EOP students, it is argued that EOP performance, relative to that of the non-EOP majority, will not be significantly enhanced by this type of program. By contrast, it is shown that a substantial improvement is to be expected in the performance of future EOP students if the admissions policies were changed so as to admit students with higher verbal SAT scores. Some preliminary evidence indicates that with a smaller gap in verbal ability, it may be possible for compensatory programs to make a further contribution to the improved performance of disadvantaged students.