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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
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  Data: Developmental Course Taking and Academic Outcomes for Community College Students Who Use Disability Services
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  Data: <searchLink fieldCode="SO" term="%22New+Directions+for+Community+Colleges%22"><i>New Directions for Community Colleges</i></searchLink>. 2025 (212):61-74.
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  Data: 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
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  Data: 10.1002/cc.70015
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  Data: 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.
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  Data: EJ1494502
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        PageCount: 14
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