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The Pioneer Prep Model: A Programmatic Approach to Removing Barriers and Improving Persistence for Students

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Title: The Pioneer Prep Model: A Programmatic Approach to Removing Barriers and Improving Persistence for Students
Language: English
Authors: Jackie Hoermann-Elliott (ORCID 0009-0008-8970-515X), Shawnda Smith, Mark S. Hamner, Michael Stankey
Source: Journal of College Academic Support Programs. 2025 7(2):14-27.
Availability: Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Developmental Studies Programs, Student Placement, College English, College Mathematics, College Preparation, College Readiness, Academic Persistence, Program Effectiveness, College Students
Geographic Terms: Texas
ISSN: 2577-9990
Abstract: In response to soaring developmental education enrollments in Texas, the Pioneer Prep Program at Texas Woman's University (TWU) was designed as an alternative pathways-to-placement program for students who neither passed the Texas Success Initiative Assessment (TSIA) nor met other college-readiness benchmarks needed to enroll in college-level English and mathematics courses. We hypothesize that our developmental enrollments have remained manageable or trended downward in recent years due to a series of interventions provided by the Pioneer Prep Program, and in this article, we offer a profile of Pioneer Prep as an effective model for student success in developmental education via multiple intervention pathways that accelerate placement into English and mathematics courses. Through our analysis of secondary data, we found that one-year persistence rates for students who successfully completed one of the interventions provided via Pioneer Prep were comparable to students who entered college ready, with only one exception. In all cases, students who successfully completed one of the interventions out-persisted students who were not college ready and did not participate in an intervention. A cost-benefit analysis of the retention of these students indicates a significant financial benefit for our institution.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484218
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Jackie+Hoermann-Elliott%22">Jackie Hoermann-Elliott</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-8970-515X">0009-0008-8970-515X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shawnda+Smith%22">Shawnda Smith</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+S%2E+Hamner%22">Mark S. Hamner</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+Stankey%22">Michael Stankey</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Academic+Support+Programs%22"><i>Journal of College Academic Support Programs</i></searchLink>. 2025 7(2):14-27.
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  Data: Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp
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  Data: 14
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  Data: In response to soaring developmental education enrollments in Texas, the Pioneer Prep Program at Texas Woman's University (TWU) was designed as an alternative pathways-to-placement program for students who neither passed the Texas Success Initiative Assessment (TSIA) nor met other college-readiness benchmarks needed to enroll in college-level English and mathematics courses. We hypothesize that our developmental enrollments have remained manageable or trended downward in recent years due to a series of interventions provided by the Pioneer Prep Program, and in this article, we offer a profile of Pioneer Prep as an effective model for student success in developmental education via multiple intervention pathways that accelerate placement into English and mathematics courses. Through our analysis of secondary data, we found that one-year persistence rates for students who successfully completed one of the interventions provided via Pioneer Prep were comparable to students who entered college ready, with only one exception. In all cases, students who successfully completed one of the interventions out-persisted students who were not college ready and did not participate in an intervention. A cost-benefit analysis of the retention of these students indicates a significant financial benefit for our institution.
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  Data: EJ1484218
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 14
    Subjects:
      – SubjectFull: Developmental Studies Programs
        Type: general
      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: College English
        Type: general
      – SubjectFull: College Mathematics
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      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Academic Persistence
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Texas
        Type: general
    Titles:
      – TitleFull: The Pioneer Prep Model: A Programmatic Approach to Removing Barriers and Improving Persistence for Students
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