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Referral, enrollment, and completion of developmental education sequences in community colleges (CCRC Working Paper No
, 2008
"... Address correspondence to: ..."
Challenge and opportunity: Rethinking the role and function of developmental education in community college. New Directions for Community Colleges
, 2009
"... Abstract In the paper, I review evidence on the number of students who enter community colleges with weak academic skills and on the incidence of developmental education. I then report on what happens to developmental students and review the research on the effectiveness of programs at community co ..."
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Abstract In the paper, I review evidence on the number of students who enter community colleges with weak academic skills and on the incidence of developmental education. I then report on what happens to developmental students and review the research on the effectiveness of programs at community colleges designed to strengthen weak academic skills.
Challenges and Opportunities for Improving Community College Student Success
- Review of Educational Research
, 2010
"... Many of the democratizing opportunities provided by community colleges are diminished in the eyes of policy makers by inadequate rates of success. In particular, large proportions of students who enter community colleges do not persist for longer than a semester, complete a program, or attain a cre- ..."
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Many of the democratizing opportunities provided by community colleges are diminished in the eyes of policy makers by inadequate rates of success. In particular, large proportions of students who enter community colleges do not persist for longer than a semester, complete a program, or attain a cre-dential. This review critically examines academic and policy research in search of explanations, emphasizing what is known about challenges stem-ming from three levels of influence: the macro-level opportunity structure; institutional practices; and the social, economic, and academic attributes students bring to college. It provides examples of how factors operating at each level affect rates of success at key times, including the initial transition to college, the experience of remedial education, and persistence through credit-bearing coursework. The article also discusses potential and ongoing reforms that could increase rates of community college success by addressing one or more areas of influence (the macro, the institutional, or the individ-ual). It is concluded that increasing success in the open-access, public 2-year sector requires reforms directed at multiple levels and cannot be achieved with either student- or institution-focused incentives alone.
Accelerating the academic achievement of students referred to developmental education
, 2011
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Unlocking the gate: What we know about improving developmental education
, 2011
"... and the Carnegie Corporation of New York. NCPR was established by a grant (R305A060010) ..."
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and the Carnegie Corporation of New York. NCPR was established by a grant (R305A060010)
The effects of student coaching: An evaluation of a randomized experiment in student advising. Educational Evaluation and Policy Analysis
, 2014
"... Abstract: College success often lags behind college attendance. One theory as to why students do not complete college is that they lack key information about how to be successful or fail to act on the information that they have. We present evidence from a randomized experiment which tests the effec ..."
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Abstract: College success often lags behind college attendance. One theory as to why students do not complete college is that they lack key information about how to be successful or fail to act on the information that they have. We present evidence from a randomized experiment which tests the effectiveness of individualized student coaching. Over the course of two separate school years, InsideTrack, a student coaching service, provided coaching to students attending public, private, and proprietary universities. Most of the participating students were non-traditional college students enrolled in degree programs. The participating universities and InsideTrack randomly assigned students to be coached. The coach contacted students regularly to develop a clear vision of their goals, to guide them in connecting their daily activities to their long term goals, and to support them in building skills, including time management, self advocacy, and study skills. Students who were randomly assigned to a coach were more likely to persist during the treatment period and were more likely to be attending the university one year after the coaching had ended. Coaching also proved a more cost-effective method of achieving retention and completion gains when compared to previously studied interventions such as increased financial aid. The authors thank Brent Evens, Eric Taylor, and Jon Valant for helpful comments. The study described in this paper was an independent evaluation of the InsideTrack program; the research team has no financial relationship with InsideTrack.
The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring (No. w16881). National Bureau of Economic Research
, 2011
"... herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies ..."
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herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.
Evaluating institutional efforts to streamline postsecondary remediation: The causal effects of the Tennessee developmental course redesign initiative on early student academic success (An NCPR Working Paper
, 2012
"... Department of Education, and you should not assume endorsement of the federal government. Opinions reflect those of the author and do not necessarily reflect those of the granting agencies. iii Exploiting a statewide cutoff point on the placement examination used to assign students to remedial cours ..."
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Department of Education, and you should not assume endorsement of the federal government. Opinions reflect those of the author and do not necessarily reflect those of the granting agencies. iii Exploiting a statewide cutoff point on the placement examination used to assign students to remedial courses in Tennessee, this study employs a regression discontinuity research design to provide causal estimates of the effects on student outcomes of recently redesigned remedial courses at three Tennessee colleges. Moreover, using data on student outcomes prior to the course redesigns, the study also tests whether the redesigned remedial programs were more effective in preparing students for success in postsecondary education than the remedial programs they replaced. The findings indicate that, among students on the margins of the cutoff score, the effects of enrollment in developmental mathematics were positive and statistically significant on early student persistence as well as on the number of credits attempted but not completed in the first semester. However, these effects did not persist over time, as the results show no statistically significant differences between groups
Hispanic student participation and success in developmental education [White paper]. Retrieved April 2013 from http://www.hacu.net/images/hacu/ OPAI/H3ERC/2012_papers/Nora%20 crisp%20-%20developmental%20education%20-%202012.pdf
, 2012
"... As has been known for some time now, the Hispanic population is projected to grow to 25 % of the total United States population by 2050. In spite of this growth, substantial disparities exist between Hispanics and other ethnic groups in terms of bachelor’s degree attainment (Llagas & Snyder, 200 ..."
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As has been known for some time now, the Hispanic population is projected to grow to 25 % of the total United States population by 2050. In spite of this growth, substantial disparities exist between Hispanics and other ethnic groups in terms of bachelor’s degree attainment (Llagas & Snyder, 2003). In response, there is a rapidly growing body of evidence to understand the role of student characteristics, perceptions, academic and social experiences and behaviors, both independently and collectively influence undergraduate Hispanic student engagements and/or academic outcomes (see review by Nora & Crisp, 2009). Developmental education is a key college experience assumed to open doors to economic and educational advancement among traditionally underrepresented groups by resolving barriers that impede access to a college degree (Bahr, 2010a). Hispanics are among the groups assumed to benefit from developmental education as the overrepresentation of Latino/s in remedial coursework is well documented (e.g., Bettinger & Long, 2005; Grimes & David, 1999; Penny, White, & William, 1998). However, there is a notable absence of empirical evidence documenting the role of remedial education in promoting success for Hispanic students. As such, the purpose of this white paper is to summarize what is currently known
College 101 courses for applied learning and student success
- Columbia University, Teachers College, Community College Research Center.
, 2012
"... Abstract College 101 courses-also called student success, introduction to college, orientation to college, or freshman experience courses-provide students with information about college and campus services, assistance with academic and career planning, and techniques to improve study habits and per ..."
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Abstract College 101 courses-also called student success, introduction to college, orientation to college, or freshman experience courses-provide students with information about college and campus services, assistance with academic and career planning, and techniques to improve study habits and personal skills. This study investigated College 101 courses at three community colleges in Virginia through interviews with 169 college staff members, faculty members, and students combined with observations of 19 course sections. Although College 101 courses were found to be widely supported by stakeholders, contextual factors made implementation challenging and undermined the courses' potential to create long-lasting impacts on students' outcomes. College 101 courses provided students with important information, but they did not offer sufficient opportunities for in-depth exploration and skill-building practice. However, the authors found strong evidence of the worth and promise of College 101 courses and identified ways to optimize them and generate long-term results.
