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Persistence: A Meta-Analysis of College Developmental Studies Programs.

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Title: Persistence: A Meta-Analysis of College Developmental Studies Programs.
Language: English
Authors: Burley, Hansel
Peer Reviewed: N
Page Count: 18
Publication Date: 1994
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Academic Persistence, Basic Skills, College Preparation, College Students, Community Colleges, Developmental Studies Programs, Dropout Research, Meta Analysis, Program Evaluation, Remedial Programs, School Holding Power, Student Attrition, Two Year Colleges, Withdrawal (Education)
Abstract: To obtain a quantitative meta-analysis of studies addressing the effects of community college Developmental Studies Programs (DSPs) on students enrolled in higher education, an analysis was undertaken of a sample of studies culled from journal articles, dissertations, unpublished works found in ERIC, and published and unpublished proceedings of conferences. Results were measured by "effect size," a quantitative way of describing how well the average student who received intervention performed relative to the average student who did not receive the intervention. An effect size of zero, for example, indicated that a participating student did no better or worse than a non-participating student, while a positive effect size indicate that participants performed better than an average student. Results of the study included the following: (1) effect size estimates for developmental studies English composition ranged from -2.25 to 2.33; (2) effect sizes for developmental math ranged from .47 to 2.3; (3) persistence rates for reading ranged from -.32 to .13; (4) the one study of persistence rates for study skills courses that was reviewed had an effect size of -.22; (5) the majority of studies (66%) reported positive effects, indicating that DSPs improved retention rates; (6) programs with strong learning theoretical bases work better than programs that are watered-down versions of regular college classes; and (7) evidence indicates that well thought-out, self-paced, and competency-based programs keep students from dropping out. Contains 19 references. (MAB)
EIS Cited: ED563392
Entry Date: 1995
Accession Number: ED373855
Database: ERIC
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  Data: Persistence: A Meta-Analysis of College Developmental Studies Programs.
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  Data: <searchLink fieldCode="AR" term="%22Burley%2C+Hansel%22">Burley, Hansel</searchLink>
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  Data: 18
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  Data: 1994
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Skills%22">Basic Skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Studies+Programs%22">Developmental Studies Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Dropout+Research%22">Dropout Research</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Programs%22">Remedial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attrition%22">Student Attrition</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Withdrawal+%28Education%29%22">Withdrawal (Education)</searchLink>
– Name: Abstract
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  Data: To obtain a quantitative meta-analysis of studies addressing the effects of community college Developmental Studies Programs (DSPs) on students enrolled in higher education, an analysis was undertaken of a sample of studies culled from journal articles, dissertations, unpublished works found in ERIC, and published and unpublished proceedings of conferences. Results were measured by "effect size," a quantitative way of describing how well the average student who received intervention performed relative to the average student who did not receive the intervention. An effect size of zero, for example, indicated that a participating student did no better or worse than a non-participating student, while a positive effect size indicate that participants performed better than an average student. Results of the study included the following: (1) effect size estimates for developmental studies English composition ranged from -2.25 to 2.33; (2) effect sizes for developmental math ranged from .47 to 2.3; (3) persistence rates for reading ranged from -.32 to .13; (4) the one study of persistence rates for study skills courses that was reviewed had an effect size of -.22; (5) the majority of studies (66%) reported positive effects, indicating that DSPs improved retention rates; (6) programs with strong learning theoretical bases work better than programs that are watered-down versions of regular college classes; and (7) evidence indicates that well thought-out, self-paced, and competency-based programs keep students from dropping out. Contains 19 references. (MAB)
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Basic Skills
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Developmental Studies Programs
        Type: general
      – SubjectFull: Dropout Research
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Remedial Programs
        Type: general
      – SubjectFull: School Holding Power
        Type: general
      – SubjectFull: Student Attrition
        Type: general
      – SubjectFull: Two Year Colleges
        Type: general
      – SubjectFull: Withdrawal (Education)
        Type: general
    Titles:
      – TitleFull: Persistence: A Meta-Analysis of College Developmental Studies Programs.
        Type: main
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            NameFull: Burley, Hansel
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1994
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