As of February 2011 when LRI
operations were suspended
Based on prior experience from The Reading Foundation
, it is anticipated that the students participating in the Texas Tech Model Clinic
will substantially increase their reading and math comprehension and understanding. For the Whitacre College of Engineering at Texas Tech University, entering freshmen have a combined mean verbal and math score of almost 1200 on the SAT test, yet less than half qualify for college calculus. In addition, less than 40% of the engineering students graduate within six years, which the faculty and administration view as needing improvement. It is likely that a significant contributing factor to this issue is that many students, even though quite bright, have learning process weaknesses for which they compensate. An example of such weaknesses was revealed at East Los Angeles College (ELAC), a community college with over 80% under-represented and economically disadvantaged students. In a November 2009 Assessment
of 16 students (ten of whom had high school GPAs between 3.0 and 3.9) conducted by Steve Truch, Executive Director of The Reading Foundation, it was determined that in all areas the students were either below average or at the low end of the average range. Based on standardized university placement tests conducted at California State University, Los Angeles in 2007, 71.6% of the entering freshmen required remedial classes in mathematics and 80.2% required remedial work in English. Assessments conducted with 39 of these students by Dr. Truch (CSULA Reading and Math Report
) revealed significant learning process deficits such as sixth-grade level or less in reading and listening comprehension.
For those Texas Tech engineering students who participate in the Model Clinic
, we expect that it will enable under-prepared entering freshmen to achieve at least two-grade level gains in basic reading and math skills and that at least 80% of them will be prepared to succeed with their first-level college freshmen courses on day one of the 2011 fall semester classes. In addition, a major aim of the proposed Texas Tech Learning Enrichment Program is to demonstrate its scalability and sustainability—scalability in the sense that regional centers can be established to develop instructors who then administer the intervention programs at other universities and sustainability in that the program will become imbedded at the institutions involved in this proposed first effort and through its success will be adopted by other colleges and universities.