Abstract
Universities establish various first yearprograms designed to assist students in thetransition from high school. American researchfocussing specifically on first yearadjustment, and general models of educationaloutcomes, suggest that early adjustment resultsin positive outcomes such as relatively highgrades and credit completion. An examinationof students entering York University in TorontoCanada in 1995 shows, however, that earlyadjustment may have only a very slight impacton first year grades and completed credits andno implications for five year outcomes. Findings such as these may indicate thatstudents who do not make an early adjustment touniversity in Canada may not necessarily bedisadvantaged. The difference between thesefindings, research on American campuses, andthe assumptions of American models of studentoutcomes, may result from general differencesin the post-secondary experience in the twonations.
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Grayson, J.P. The consequences of early adjustment to university. Higher Education 46, 411–429 (2003). https://doi.org/10.1023/A:1027315020856
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DOI: https://doi.org/10.1023/A:1027315020856