Vol. XX, No. 6
CABRINI COLLEGE, RADNOR, PA.
DISTRIBUTION OF GRADES FALL 1972
Biology Chemistry Education English Fine Arts History Language Mathematics Philosophy Psychology Social Science Theology
A's
B's
C's
20% J2% 18% 1J%
J5% J5%
27% 21% 26%
44%
18% 22% 16% 12% J2% 52% 29%
49%
J5% J2% J5% JO% 20% 27%
45%
16% J6% 2J%
F's
~
13% 11% 6% 6% 5% 10%
5% 1% 1%
1% J%
NO. OF GRADES GIVEN
149
105 209 249 109
170
15%
1% 8% 4%
9% 1%
1.36 172 181
2%
1%
195
DISTRIBUTION OF GRADES FALL
1973
Biology Chemistry Education English
Fine Arts History Language Mathematics Philosophy Psychology Religion Social Science
11% 24% 43% 17%
53% 18%
J4%
29% 22%
27% 1J% 44%
40%
JS% 54%
45%
42% 19%
8%
14%
B's
C's
J5% JJ% 41%
25% 26%
40% 42"
40% 31% 25% 40%
.36% J4% 37%
17%
10% 8% 2%
24%
14% J% 3%
26%
J% 7%
29% 31%
29%
40% 13%
188
NO. OF GRADES GIVEN
11% 37%
4% J6%
195
1%
14%
5% 7% 7% 4%
5% 3% 2% .3% J% 2% .3% 2%
141 115 324 193 55 193
1%
15.3 147 153 151
2%
176
6%
126
C- Below Average? By Joanne Tables, percentages, departments - Grade Distributions so what do they prove? What these tables prove is for you to conclude; the following is what they show: -the standard bell curve norm of grading is practically nonexistent. CONCLUSION: C is not an average grade but rather below average -the percentage of A's given by the Education Department has increased by 25% since 1972 while the total percentage of A's and B's has increased by 17% ALSO: while the .percentage of A's has increased during the same time span, the percentage of B's has decreased by 8% -the percentage of A's and B's given by the Religion Department has decreased by 36% since 1972 BUT: there has been a change in name as well as department members which appears to have resulted in a different grading standard -the percentage of A's and B's given by the Language Department has increased by 13% since 1972
Barbano
POSSIBLE REASON: the increase in the percentage of A's and B's is said to be attributed to a more strict attendance policy adopted by the Language Department -the percentage of A's and B's given by the Math Department has increased by 18% since 1972 POSSIBLE REASON : an experiment with the contract system in one of the sections of Math 111, Math for Elem Sch, has resulted in a high number of A's The above points are only a few of the highlights in the comparison of the Grade Distributions of 1972 and 1973. These observations are based on the information that was available to this reporter. They are in no way final judgments on any specific departments. To give a true picture of the grade distribution, many other variables must be taken into consideration. For instance, since 1972 there has been a reduction in the General Education requirements; Religion has dropped from 12 credits to 6 credits which accounts for the decrease in the number of students; also,
Philosophy and English have reduced the requirements by 3 credits which accounts for the drop in st udents ; the Language requirement is still 6 credits but these can be attained on the Introductory level. Another point which should be noted is that included in the percentage of grades for the Education Department are those grades for Special Education which include the following; A's 9%, B's - 9%, C's - 44%, D's 21 % , and F's - 17% . Total number of grades given out was 23. It should also be noted here that these percentages DO NOT include those Special Education courses which are marked on a Pass /Fail basis. Out of the 36 grades given in those courses the percentage of P's and F's are as follows: P 's 100% , F's - 0% . Another variable which should be considered in evaluating the Distribution of Grades is the Enrollment for both years. For 1972 the enrollment is as follows: Full Time - 385; Part Time - 27, Unclassified 1; Full Time Equivalency411; Total Number (Continued on page 2)
March 12, 1974
WhereHaveAll The DollarsGone? By Lorraine Money! No matter how much you have it never seems to be enough, right? Well friend, take your own problem of making ends meet and magnify it a few thousand times. What have you got? It's a hungry, miserly, nameless beast lurking at the door of your local college. It inhales harq earned cash and reluctantly doles out books and pencils in return. At present, both public and private colleges and universities are involved in the chaos this beast creates. According to a report from the Pennsylvania Association of Colleges and Universities, public college tuitions are among the highest in the nation. As for private schools, you Cabrini students will watch your own tuition rise $250 this coming year. Tuition hikes like these renew fears that private schools haven't long to last. Most authors of articles this reporter has read agree that the collapse of private institutions would cause added financial burdens on the state and limited educational variety for the student. Currently, the estimated cost per student per year in a public college is $2400 in public funds. This figure does not include the $700 $900 tuition charge at many state
Ostrowski schools. At Cabrini, it costs approximately $3300 to educate you for one year. Multiply this figure by the enrollment m Pennsylvania's private colleges, subtract Federal Funds and student paid tuition, and you'll come up with a financial nightmare that the state can't afford to handle. How do private schools manage to survive from one year to the next? Tuition makes up a part of the deficit and, in the words of Dr . Brown, we "stand on the comer with a tin cup" for the rest . The missionary Sisters of the Sacred Heart and other outside sources help keep Cabrini going . Survival also hinges on management. The actual cost per credit at Cabrini has gone from 110 to 9 in the pa t three years . Scheduling improvements, u e of courses at Eastern and the hiring of part-time faculty to replace full time has saved some money . All of this is keeping chool like Cabrini abo, ¡e water now , but how. long can this last? Committees throughout the country (Committee for Economic Development; Carnegie Commission, etc.), are looking for a way ¡ to keep that hungry, miserly nameless beast from devouring the private school. One system of financial aid (Continued on page 2)