DEVELOPMENTAL COURSE WORK AND EARLY PLACEMENT: SUCCESS STRATEGIES FOR UNDERPREPARED COMMUNITY COLLEGE STUDENTS
Titel:
DEVELOPMENTAL COURSE WORK AND EARLY PLACEMENT: SUCCESS STRATEGIES FOR UNDERPREPARED COMMUNITY COLLEGE STUDENTS
Auteur:
Amey, Marilyn J. Long, Patricia N.
Verschenen in:
Community college journal of research and practice
Paginering:
Jaargang 22 (1998) nr. 1 pagina's 3-10
Jaar:
1998
Inhoud:
The purpose of this study was to determine if selected input and environmental variables had an effect on the successful outcome of degree-seeking, underprepared students entering a comprehensive, public, 2-year community college, ASSET test scores were used to identify underprepared students and placement in developmental English, math, and reading course work. Successful underprepared students differed significantly from unsuccessful underprepared students on the measured input, environmental, and output variables. Results of the study showed that completion of a developmental reading and English course was a significant variable in separating the 2 groups of underprepared students. In addition, those who completed developmental course work early in their college career fared better academically than those who did not. Findings support recommendations of mandatory placement and successful completion of developmental reading and English courses prior to or concurrent with enrollment in other college courses. The study also suggests a need to reexamine other institutional policies and practices that may be related to the overall academic achievement of underprepared, degree-seeking students.
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