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ERIC Number: ED229086
Record Type: RIE
Publication Date: 1982-Apr
Pages: 135
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Academic Performance and Persistence Pattern of a Select Group of Developmental Students at Harrisburg Area Community College.
Basonic, N. Lorraine Yovanovich
In 1981, a study was conducted to investigate the academic performance and persistence patterns of developmental students who matriculated at Harrisburg Area Community College (HACC) between 1977 and 1979. Specifically, the study sought to determine the proportion of developmental students who successfully completed developmental and subsequent college-level courses; differences in the characteristics of course completers and non-completers; the relationship of reading level to course completion; grade and credit distributions; persistence rates; and reasons for persisting or dropping out. Data were gathered from the computer-searchable records of 164 developmental students, questionnaires completed by 47 of these students, and interviews conducted with 18 students. The study revealed that: (1) only 28% of the 164 students completed the developmental sequence of reading, English, and mathematics courses; (2) of those who did complete the sequence, 43% later completed both a college-level English and math course; (3) first semester grade point average was found to be a good predictor of success in completing the developmental sequence; and (4) by spring 1981, only 4 of the 164 students had attained a degree. The study report reviews the literature on future trends in underprepared student enrollments, developmental program evaluation, student satisfaction, and reading ability and achievement. Appendices provide various HACC policy statements and the questionnaire. (DAB)
Publication Type: Reports - Research; Tests/Questionnaires; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Pennsylvania (Harrisburg)
Note: Ed.D. Dissertation, University of Pennsylvania.