ERIC Number: ED433867
Record Type: RIE
Publication Date: 1997-Oct-28
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)
Descriptors: Academic Achievement, Academic Persistence, Community Colleges, Comparative Analysis, Educationally Disadvantaged, High Risk Students, Improvement Programs, Program Effectiveness, Remedial Instruction, Remedial Programs, Student Behavior, Student Characteristics, Two Year College Students, Two Year Colleges
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation. Western Michigan University.