The results are, at best, preliminary. But do they have any implications for the general education program at Hostos? Performance on the communication dimension of the CPE is very strong, across all the groups and course types. Performance on the other Task 1 dimensions is less robust. Performance on the Task 2 dimension tends to be strong. Not surprisingly, students with higher grades appear to be doing better than those with lower grades. The more writing intensive courses a student takes the higher the student’s scores. (Only a very few students take more than 3 writing intensive courses.) Hostos H t students, t d nt regardless r rdl off th their ir educational d ti n l background b k r nd (i (i.e., remedial, etc.), ultimately pass the CPE. (Evidence of institutional effectiveness.)
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