An Examination of the Impact of Accelerating Community College Students' Progression through Developmental Education

Autor/inn/en	Hodara, Michelle; Jaggars, Shanna Smith
Titel	An Examination of the Impact of Accelerating Community College Students' Progression through Developmental Education
Quelle	In: Journal of Higher Education, 85 (2014) 2, S.246-276 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1353/jhe.2014.0006
Schlagwörter	Community Colleges; College Students; Acceleration (Education); Program Effectiveness; Models; Program Length; Access to Education; Transitional Programs; Remedial Programs; Performance Based Assessment; College Credits; Educational Attainment; Developmental Programs; Control Groups; Experimental Groups; Student Records; Enrollment Trends; Student Characteristics; Educational Assessment; Outcome Measures; New York + Suchen Sie Ihr Suchwort? Community college; Community College; Collegestudent; Acceleration; Beschleunigung; Analogiemodell; Education; Access; Bildung; Zugang; Bildungszugang; Förderprogramm; Leistungsermittlung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Bildungsabschluss; Bildungsgut; Entwicklungsplan; Schülerakte; assessment; Bewertungssystem
Abstract	In an effort to improve developmental education students' outcomes, community colleges have been experimenting with acceleration strategies. Models of acceleration allow students to complete their developmental requirements in a shorter amount of time. However, there has been limited empirical research on the effects of accelerating students' progression through their developmental requirements. We examined the impact of a basic form of acceleration--enrollment in shorter versus longer developmental education sequences--on access to introductory college coursework, performance in that coursework, overall college credit accumulation, and degree attainment at the City University of New York community colleges. In general, we found that accelerating students through developmental education in shorter sequences results in greater access to college-level coursework and long-term success but may have consequences for student performance in college-level coursework. (As Provided).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10