ERIC Number: ED458909
Record Type: Non-Journal
Publication Date: 2001-Oct
Reference Count: N/A
Non-Returning Developmental English Students at NVCC, Fall 2000. Research Report.
Northern Virginia Community Coll., Annandale. Office of Institutional Research.
This report presents the findings of a survey designed to gather information about the experiences and attitudes of students enrolled in developmental English courses at Northern Virginia Community College (NVCC). The primary purpose of the study was to find out how satisfied students were with their experiences related to their English placement testing and course work in developmental English at NVCC during the fall 2000 semester. The study also sought information about the respondents' academic preparation prior to beginning the fall 2000 semester at NVCC. The respondents were students who did not return for the spring 2001 semester. They were asked to self-rate their pre-enrollment English skills and their study skills and to describe how they had performed in high school. Highlights include: (1) 85% of respondents surveyed agreed or strongly agreed with the college's recommendation that they take the English placement test; (2) 80% agreed or strongly agreed that the preparation material provided by the testing center gave them adequate information about the test; (3) 80% said that instructors adapted to their individual needs; and (4) 72% planned to return to NVCC. Many of the reasons given for withdrawal were personal, such as work schedule conflicts, lack of time to study, and lack of transportation. (Contains 25 tables.) (NB)
Descriptors: College English, Community Colleges, Developmental Studies Programs, Educational Assessment, Participant Satisfaction, Remedial Instruction, School Holding Power, Student Attitudes, Student Placement, Student Surveys, Two Year Colleges
For full text: http://www.nv.cc.va.us/oir/oirindex.html.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: Northern Virginia Community Coll., Annandale. Office of Institutional Research.