Developmental Course Taking and Academic Outcomes for Community College Students Who Use Disability Services
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| Title: | Developmental Course Taking and Academic Outcomes for Community College Students Who Use Disability Services |
|---|---|
| Language: | English |
| Authors: | Stephanie Cawthon, North Cooc, Anna-Mari Fall, Mike Bohlig, Denisa Gándara, Pierce Cappelli, Greg Roberts |
| Source: | New Directions for Community Colleges. 2025 (212):61-74. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324C230008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community College Students, Students with Disabilities, Developmental Studies Programs, Course Selection (Students), Learner Engagement, Two Year Colleges, Career Readiness, Skill Development, Student Characteristics |
| Assessment and Survey Identifiers: | Community College Survey of Student Engagement |
| DOI: | 10.1002/cc.70015 |
| ISSN: | 0194-3081 1536-0733 |
| Abstract: | Enrollment in developmental courses is a measure of college readiness and a common experience among US college students, particularly those with disabilities at 2-year colleges. In this study, we examine how enrollment in developmental coursework is associated with engagement and academic outcomes among students who use disability services. Using data from the Community College Survey of Student Engagement (CCSSE) 2021-2023 cohort (N = 218,302 students, 481 community and technical colleges, 44 states) and multilevel structural equation modeling, we find that developmental course enrollment is associated with higher levels of engagement and perceived academic skills and career preparation. The results have implications for supporting students with disabilities in entering and completing college. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1494502 |
| Database: | ERIC |
| Abstract: | Enrollment in developmental courses is a measure of college readiness and a common experience among US college students, particularly those with disabilities at 2-year colleges. In this study, we examine how enrollment in developmental coursework is associated with engagement and academic outcomes among students who use disability services. Using data from the Community College Survey of Student Engagement (CCSSE) 2021-2023 cohort (N = 218,302 students, 481 community and technical colleges, 44 states) and multilevel structural equation modeling, we find that developmental course enrollment is associated with higher levels of engagement and perceived academic skills and career preparation. The results have implications for supporting students with disabilities in entering and completing college. |
|---|---|
| ISSN: | 0194-3081 1536-0733 |
| DOI: | 10.1002/cc.70015 |
