Menu
×
Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. – 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. – 8 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. – 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. – 8 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. - 4 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. – 8 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. – 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. – 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. – 8 p.m.
Phone: (843) 805-6892
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
Today's Hours
Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. – 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. – 8 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. – 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. – 8 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. - 4 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. – 8 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. – 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. – 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. – 8 p.m.
Phone: (843) 805-6892
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
Patron Login
menu
Item request has been placed!
×
Item request cannot be made.
×
![loading](/sites/all/modules/hf_eds/images/loading.gif)
The Traditional Approach to Developmental Education: Background and Effectiveness. Research Brief
Item request has been placed!
×
Item request cannot be made.
×
![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Horn, Aaron S.; Asmussen, John G.; Midwestern Higher Education Compact
- Language:
English- Source:
Midwestern Higher Education Compact. 2014.- Publication Date:
2014- Document Type:
Reports - Research - Language:
- Additional Information
- Availability: Midwestern Higher Education Compact. 1300 South Second Street Suite 130, Minneapolis, MN 55454-1079. Tel: 612-626-8288; Fax: 612-626-8290; e-mail: [email protected]; Web site: http://www.mhec.org
- Peer Reviewed: N
- Source: 24
- Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Secondary Education - Subject Terms: Developmental Studies Programs; Remedial Programs; Remedial Instruction; Comparative Analysis; Higher Education; Community Colleges; Two Year Colleges; Two Year College Students; College Students; Student Placement; College Preparation; Program Effectiveness; Postsecondary Education; Achievement Gap; Educational Attainment; Undergraduate Students; Undergraduate Study; Mathematics Skills; Reading Skills; Writing Skills; Enrollment; National Competency Tests; Academic Persistence; Statistical Analysis; Computer Assisted Testing
- Subject Terms:
- Subject Terms:
- Abstract: A significant challenge in higher education is to narrow the educational attainment gap between academically prepared and unprepared students. To this end, developmental or remedial education is intended to improve the academic skills and knowledge of students who are unprepared for undergraduate coursework, particularly in the areas of mathematics, reading, and writing. Arguably, developmental education may also serve a broader purpose, "to provide the minimum levels of reading, writing, and math skills deemed essential for functional participation in a democratic society and individual sustainability in a free economy" (Bahr, 2008, p. 211). Whether remedial education is effectively achieving these goals, however, has been a matter of considerable debate (Bailey, Jaggars, & Scott-Clayton, 2013; Goudas & Boylan, 2012). On the one hand, only 20% of community college students referred to developmental math and 37% of students referred to developmental reading complete a college-level course in the corresponding subject within three years (Bailey, Jeong, & Cho, 2010). Moreover, despite high rates of enrollment in developmental education, large gaps in achievement and degree completion persist (Ross et al., 2012). In California community colleges, 71% of college-ready students eventually complete a credential or transfer, compared to 41% of academically unprepared students (California Community Colleges, 2013). On the other hand, a simple comparison of success rates may not accurately portray the effectiveness of developmental education since "it is possible that developmental students would have even weaker outcomes if these services were not available" (Bailey, 2009, p. 15). Seemingly low rates of success among developmental students may be at least partly attributable to low levels of academic preparation and motivation (Bettinger, Boatman, & Long, 2013). This brief seeks to portray some of the difficulties that arise in conceptualizing remedial success rates and determining the effectiveness of developmental programs. First, the organization and cost of developmental education in the United States are described. Second, remedial enrollment rates are estimated by institutional type and various demographic attributes. Third, variation in success rates is demonstrated by categorizing students according to referral and enrollment status, course subject, severity of skill deficit, and academic intentions. Fourth, research on the effectiveness of the traditional approach is summarized, focusing on the effects of remedial assignment, enrollment, and completion. Finally, several policy implications are offered.
- Abstract: As Provided
- Number of References: 39
- Publication Date: 2016
- Accession Number: ED566749
- Availability:
Contact CCPL
Copyright 2022 Charleston County Public Library Powered By EBSCO Stacks 3.3.0 [350.3] | Staff Login
No Comments.