Student Experiences in English Corequisite Remediation versus a Standalone Developmental Education Course: Findings from an Experimental Study in Texas Community Colleges -- Technical Appendix

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 -- Technical Appendix
Quelle	(2021), (28 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; Required Courses; Acceleration (Education); College English; Randomized Controlled Trials; Student Surveys; Teacher Surveys; College Faculty; Focus Groups; Interviews; Observation; Texas + Suchen Sie Ihr Suchwort? Studienerfahrung; Community college; Community College; Förderkurs; English langauage lessons; Englischunterricht; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Pflichtkurs; Acceleration; Beschleunigung; Schülerbefragung; Fakultät; Interviewing; Interviewtechnik; Beobachtung
Abstract	This document provides the technical appendix that accompanies the study, "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" (ED612531). Between fall 2016 and fall 2018, the authors conducted an evaluation of English corequisite models in five Texas community colleges. Students were randomly assigned to corequisite remediation (a college-level English composition course paired with one to three hours of weekly academic support) or to a standalone developmental education course (an integrated reading and writing course that did not offer students transferrable credit). The authors collected student-level administrative and survey data to examine contrasts in experiences quantitatively, and we also gathered qualitative data to shed light on these experiences. In this technical appendix, the authors provide a description of the randomized control trial and the data sources that were used for the report to examine student experiences. They also provide more-detailed findings on the key measures from the student-level administrative and survey data and some of the results from the faculty survey to supplement the findings present in the report. (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01