NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

ERIC Number: ED433867
Record Type: RIE
Publication Date: 1997-Oct-28
Pages: 86
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effect of Remedial Education Programs on Academic Achievement and Persistence at the Two-Year Community College.
Batzer, Lyn Ann
This study was designed to measure the performance of academically underprepared students who complete remediation, compared with underprepared students who do not complete remediation. The study was conducted on 766 full-time students at Ivy Tech State College, a two-year technical institution in Indiana. All of the students included were academically deficient in reading, writing and/or mathematics based on ASSET scores. Two hypotheses were tested: (1) academically underprepared students who complete remedial courses achieve greater academic success in college than underprepared students who do not complete remediation; and (2) underprepared students who complete remediation persist longer towards educational goals than underprepared students who do not complete remediation. Results showed that students who completed remediation earned higher grades in college-level English and math courses and earned higher cumulative grade point averages than those who did not complete remediation. Students who completed all remediation earned more credit hours than students who completed some remediation. In turn, students who completed some remediation earned more credits than students who completed no remediation. Both hypotheses were supported by the data presented in this dissertation. Contains 57 references and 9 tables. (RDG)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Ed.D. Dissertation. Western Michigan University.