Student Experiences in English Corequisite Remediation versus a Standalone Developmental Education Course: Findings from an Experimental Study in Texas Community Colleges. Research Report. RR-A810-1

Autor/inn/en	Daugherty, Lindsay; Mendoza-Graf, Alexandra; Gehlhaus, Diana; Miller, Trey; Gerber, Russell
Institution	RAND Education and Labor; American Institutes for Research (AIR); Texas Higher Education Coordinating Board
Titel	Student Experiences in English Corequisite Remediation versus a Standalone Developmental Education Course: Findings from an Experimental Study in Texas Community Colleges. Research Report. RR-A810-1
Quelle	(2021), (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Experience; Community Colleges; Two Year College Students; Remedial Instruction; English Instruction; Developmental Studies Programs; College Preparation; Acceleration (Education); Required Courses; Teacher Expectations of Students; Alignment (Education); Student Centered Learning; Cooperative Learning; Study Skills; Interpersonal Competence; Stereotypes; Texas + Suchen Sie Ihr Suchwort? Studienerfahrung; Community college; Community College; Förderkurs; English langauage lessons; Englischunterricht; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Acceleration; Beschleunigung; Pflichtkurs; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kooperatives Lernen; Studientechnik; Interpersonale Kompetenz; Klischee
Abstract	Until recently, many colleges provided academic support to students by requiring students to complete one or more developmental education courses in a subject area before they could enroll in college-level coursework. As early as 2010, research indicated that very few students were making it out of these developmental education courses and into credit-bearing coursework. Colleges have been experimenting with new approaches that accelerate students into college courses. In this study, researchers focus on one of these approaches to acceleration: corequisite remediation. "Corequisite remediation" requires that students who are identified as requiring additional academic support be placed immediately into a college course while receiving aligned academic support during that same semester. Research has shown that corequisite remediation has positive impacts on academic outcomes relative to the traditional approach of requiring students to take developmental education courses. However, little is known about how student experiences differ in corequisite remediation relative to developmental education courses. In this report, researchers use data from a randomized control trial at five community colleges in Texas to examine contrasts in student experiences between college students who were assigned either to corequisite remediation or to standalone developmental education courses. Researchers examined eight areas: (1) early opportunities to make progress, (2) intensity and compression of academic practice, (3) rigor of coursework and expectations, (4) alignment of academic remediation with college coursework, (5) opportunities for student-centered learning, (6) opportunities for peer learning, (7) support for success skills (e.g., study skills, social and emotional competencies), and (8) exposure to stigma. [For the technical appendix to this report, see ED612842.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01