Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications

Autor/inn/en	Jaggars, Shanna Smith; Hodara, Michelle; Cho, Sung-Woo; Xu, Di
Titel	Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications
Quelle	In: Community College Review, 43 (2015) 1, S.3-26 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552114551752
Schlagwörter	Acceleration (Education); Developmental Studies Programs; Community Colleges; College Mathematics; College English; Two Year College Students; Student Characteristics; Regression (Statistics); Models; Comparative Analysis; College Credits; California; Colorado; Maryland + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Community college; Community College; Regression; Regressionsanalyse; Analogiemodell; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Kalifornien
Abstract	To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in English and one in math. Overall, students on accelerated pathways were more likely than a set of matched peers to successfully complete the relevant college-level course within 3 years. However, to help maintain strong student performance within subsequent college-level courses, accelerated pathways may need to incorporate rigorous content, systematic faculty development, and targeted student supports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10