Literaturnachweis - Detailanzeige
| Autor/in | Sawma, Joseph Terry |
|---|---|
| Titel | A Quantitative Longitudinal Analysis of North Harris Montgomery Community College District's Developmental Studies Program as a Model for Developmental Studies Program Evaluation. |
| Quelle | (2000), (122 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Dissertation; Academic Achievement; Academic Persistence; Basic Skills; College English; College Mathematics; Community Colleges; Developmental Programs; Educational Development; Program Evaluation; Remedial Instruction; School Holding Power; Two Year Colleges |
| Abstract | The purpose of this study was to determine if the developmental studies courses and the sequential program of developmental studies courses offered at North Harris Montgomery Community College District (NHMCCD) in Texas adequately prepared students for academic success in the first college-level English and/or mathematics courses. All first-time-in-college developmental studies cohort students, beginning with the fall 1992 term through the spring 1998 term, were tracked for completion and persistence through their respective developmental studies program and for enrollment and academic success in the first-level college-level course in English and mathematics. Absolutely underprepared students demonstrated an academic success rate of 1.88% to 10.91%. The academic success rates of the relatively underprepared cohorts were between 24.44% and 46.32%. In contrast, the success rate of first-time-in-college students determined to be college ready was identified as 73.85% for college-level English, and 62.09% for college-level mathematics. Persistence rates for the absolutely underprepared were between 3.76% and 24.91%, while persistence rates for the relatively underprepared were 40.45% to 84.78%. This paper makes recommendations for the improvement of success and persistence rates, including elimination of "in-progress" grading, and designing courses as competency based without semester completion dates. Appendixes include Developmental Studies and Academic Course Descriptions and Letters of Support. (Contains 24 tables and 83 references. (NB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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