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ERIC Number: ED534310
Record Type: Non-Journal
Publication Date: 2011
Pages: 251
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1249-3269-9
ISSN: N/A
Developmental Education--Untangling the Knot: A Study of Disaggregated Developmental Education Data from Selected Pennsylvania Community Colleges
Connelly-Weida, Cecelia
ProQuest LLC, Ph.D. Dissertation, Capella University
The Lumina Foundation, Bill and Melinda Gates Foundation, Columbia University's Teacher's College Community College Research Center, and Appalachian State's National Center for Developmental Education, funded in part by the Kellogg Institute, expended considerable energy researching promising instructional and support practices in the area of developmental education, yet, research indicates as many as 80% of college students require at least one or more developmental course. National Community Benchmark Project (NCCBP) and the Community College Research Center studies reported in aggregate, combining the many levels of coursework one college provided into one number and comparing the aggregated number with a different aggregate or combination of levels from another college. Very little was done to facilitate an apples-to-apples comparison through disaggregation of the multilevel developmental course data to see if the additional detail provided enough information for improved interpretation of developmental reading, writing, and math class retention, completer success (A, B, C, or pass), and completer success in related first college-credit class. With Capella University Institutional Review Board approval, four Pennsylvania community colleges served as research sites, conducted a structured record review, and provided de-identified numerical data. Analyses paralleled the NCCBP reporting structure using descriptive statistics and measures of central tendency from which trends emerged. Institutional overall and individual courses were compared to NCCBP national and Pennsylvania results. Within-institution and combined analyses were completed. Results within [plus or minus] 2 percentage points of benchmarks were identified. In support of research recommendations, the data analysis was designed to be easily understood and replicable by nonstatisticians, such as faculty and staff, attempting to better understand their institutional results in support of student persistence, departmental and institutional improvement. The disaggregation supported the theoretical framework and prior research, and provided individual institutions additional data with which to determine developmental coursework (a) at or above expected retention and/or completer success, and (b) at lower-than-expected measures that, with additional attention, might better support students' remediation completion. The analysis facilitated the apples-to-apples comparison for programmatic improvement supporting completion of developmental studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania