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ERIC Number: ED445741
Record Type: Non-Journal
Publication Date: 1999-May
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Analysis of Developmental Education at Michigan's Associate Degree-Granting Institutions.
Michigan State Dept. of Education, Lansing.
This report provides a description of how developmental students perform in 26 of Michigan's associate degree-granting institutions. The study finds that 67% of students enrolled in developmental English passed; 52% of students enrolled in developmental math passed; and 67% of students enrolled in developmental reading passed. It is more common for a student to either pass all developmental courses or none of them. Students who pass their developmental courses are more likely to pass a subsequent college-level course in a related subject than are students who fail the developmental course. Enrolling in college-level courses directly after finishing the developmental course, rather than waiting a few semesters, does not make a difference in whether the student passes the college-level course. Developmental students are more likely to remain enrolled at their institution longer. There is no difference between students who pass their developmental courses and students who never took a developmental course in how they perform in their first college-level math and political science courses. Students who never enrolled in a developmental course are more likely to pass college-level English courses than are those students who passed either developmental English or developmental reading prior to enrolling in college-level English. Grouping institutions by enrollment resulted in no one group standing out as having the greatest success in developmental education. Contains 15 references. (VWC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Michigan State Dept. of Education, Lansing.
Identifiers - Location: Michigan