Training conditions, ability, and academic outcomes.

To test the view that a no-setback approach in naval training is academically as effective as the present setback system yet more economical, 10 "no-setback" classes comprising 1044 basic electronics students were compared with 12 "set-back" classes comprising 1249 students. The students were followed into 6 advanced specialized schools. The no-setback group had a greater percentage of academic drops than the setback (significant at the .01 level); both groups had the same percentage of administrative setbacks and drops. For the most part, differences between course grades were contributed by low ability students. In the more advanced schools academic differences disappeared. Several suggestions were made as to how both systems might be combined so that the advantages of both would be maximized. From Psyc Abstracts 36:05:5LE67F. (PsycINFO Database Record (c) 2010 APA, all rights reserved)