Reading, Writing, and English Course Pathways When Developmental Education Is Optional: Course Enrollment and Success for Underprepared First-Time-in-College Students

Autor/inn/en	Woods, Chenoa S.; Park, Toby; Hu, Shouping; Bertrand Jones, Tamara
Titel	Reading, Writing, and English Course Pathways When Developmental Education Is Optional: Course Enrollment and Success for Underprepared First-Time-in-College Students
Quelle	43 (2019) 1, S.5-25 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
Schlagwörter	College Readiness; Enrollment; College Freshmen; Community Colleges; Two Year College Students; Educational Change; Reading Instruction; Writing Instruction; English Instruction; Student Placement; Developmental Studies Programs; Remedial Instruction; College Preparation; Underachievement; Florida + Suchen Sie Ihr Suchwort? Einschulung; Studienanfänger; Community college; Community College; Bildungsreform; Leseunterricht; Schreibunterricht; English langauage lessons; Englischunterricht; Schülerpraktikum; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Förderkurs; Performance deficiency; Leistungsschwäche
Abstract	Academic underpreparedness is an issue for many first-time-in-college students, particularly those entering community colleges. Whereas many underprepared students enroll in developmental education, research has indicated that traditional remediation may not increase students' chances for success. Therefore, states and colleges have begun to implement new course placement strategies to increase the accuracy of initial course placement and new instructional approaches to better serve their developmental students. Specifically, in 2013, the state of Florida passed Senate Bill 1720 which redesigned developmental coursework and placement policies across the Florida College System. The reform lifted developmental education placement exam testing and course enrollment requirements for certain exempt students, irrespective of prior academic preparation or achievement. The current study focuses on these exempt students--those who had the option to bypass developmental education--who were also underprepared, and their initial course selection and subsequent success in their gateway (introductory college-level) English course. Using statewide student-level data and logistic regression techniques, the results indicated that level of preparation was related to students' course enrollment and gateway English course success. Students slightly underprepared in reading or writing were more likely than severely underprepared students to enroll in the gateway English class, relative to a developmental reading or writing course. In reading and writing, slightly underprepared students were more likely to pass English, relative to severely underprepared students. The authors consider the findings in light of recent national changes to developmental education and offer recommendations for policy and practice. [This article was published in "Community College Journal of Research and Practice" (EJ1194287).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01