Developmental Education: Time to Completion. Data Notes. Volume 6, Number 1, January/February 2011
Saved in:
| Title: | Developmental Education: Time to Completion. Data Notes. Volume 6, Number 1, January/February 2011 |
|---|---|
| Language: | English |
| Authors: | Topper, Amy, Achieving the Dream, Inc. |
| Source: | Achieving the Dream. 2011. |
| Availability: | Achieving the Dream. 8455 Colesville Road Suite 900, Silver Spring, MD 20910. Tel: 240-450-0075; Fax: 240-450-0076; e-mail: info@achievingthedream.org; Web site: http://www.achievingthedream.org |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 4 |
| Publication Date: | 2011 |
| Document Type: | Collected Works - Serial Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Developmental Studies Programs, English Instruction, Mathematics Instruction, Correlation, Low Income Groups, Academic Persistence, Community Colleges, Outcomes of Education, Statistical Data, Student Characteristics, College Students, Evidence, Achievement Gap, National Programs, At Risk Students, Educational Policy, Improvement Programs, Program Length, Time Factors (Learning) |
| Abstract: | Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" investigates the number of attempts it takes students to complete all developmental education courses to which they are referred. Subsequent gateway course completion and overall persistence are also examined. Three-year outcomes were analyzed and disaggregated by developmental education subject (English and math) and the level of developmental education assignment. Students referred to developmental math were more likely to attempt the class than were students referred to developmental English. The data show that the number of developmental education course attempts and the student's referral level are both inversely related to successful gateway course completion, regardless of subject. Three-year persistence rates were positively associated with developmental coursework completion, but not with the number of developmental coursework attempts. (Contains 3 figures and 4 footnotes.) |
| Abstractor: | As Provided |
| Entry Date: | 2011 |
| Accession Number: | ED521238 |
| Database: | ERIC |
| Abstract: | Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" investigates the number of attempts it takes students to complete all developmental education courses to which they are referred. Subsequent gateway course completion and overall persistence are also examined. Three-year outcomes were analyzed and disaggregated by developmental education subject (English and math) and the level of developmental education assignment. Students referred to developmental math were more likely to attempt the class than were students referred to developmental English. The data show that the number of developmental education course attempts and the student's referral level are both inversely related to successful gateway course completion, regardless of subject. Three-year persistence rates were positively associated with developmental coursework completion, but not with the number of developmental coursework attempts. (Contains 3 figures and 4 footnotes.) |
|---|
