Location of Developmental/Remedial Coursework Predicts Successful Completion of College Algebra: A Study of Louisiana's Developmental Students
Developmental education programs and services have long provided underprepared and unprepared postsecondary students with the academic tools and life-management skills necessary to successfully complete college-level coursework. Eegislation and policy changes, including implementing statewide minimu...
Gespeichert in:
| Veröffentlicht in: | Educational research quarterly 2017-06, Vol.40 (4), p.23 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 4 |
| container_start_page | 23 |
| container_title | Educational research quarterly |
| container_volume | 40 |
| creator | Williams, Daphne E Siwatu, Mxolisi S B |
| description | Developmental education programs and services have long provided underprepared and unprepared postsecondary students with the academic tools and life-management skills necessary to successfully complete college-level coursework. Eegislation and policy changes, including implementing statewide minimum admissions requirements and restricting developmental coursework to the campuses of community colleges, have changed the landscape of developmental education within the State of Eouisiana. While both four-year and two-year institutions have offered developmental coursework in the past, these policy changes have added to the debate of whether developmental learners are better served on the campuses of four-year institutions or community colleges. Using data from the Louisiana Board of Regents' Statewide Student Profile System, Student Transcript System, ACT Class Profiles, and Financial Aid Data System for AY 2006, this study sought to determine if the location of developmental English and math courses could predict success in college-level English and math courses. Results indicated that students who completed developmental mathematics courses at a four-year university were 20% less likely to successfully complete college algebra than students who completed developmental mathematics at a community college (OR-.796; C195 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest</sourceid><recordid>TN_cdi_proquest_journals_1906364890</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>1906364890</sourcerecordid><originalsourceid>FETCH-proquest_journals_19063648903</originalsourceid><addsrcrecordid>eNqNjk0PwUAQhvdA4vM_bOLg1Nj62KhbU8TBQXCXVVMp207t7BJ_wm9WwsHN6Z28z5OZqbC68APpjcSwX2MNopMQ_kgGss4eS4yVTTHnmPApXEFjkUFule6tIYNDqjSP0BmCG5ozX5myii3xjYtjIErcC2eFhu-OCLWGI_BQH2Fv1ISHfGPd4f5iS3QppSpXXfq99VbKiVqsmihN0P5kk3Xms2208AqDFwdkd6fymbxEOz8QciCH40AM_rOeuatVqQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1906364890</pqid></control><display><type>article</type><title>Location of Developmental/Remedial Coursework Predicts Successful Completion of College Algebra: A Study of Louisiana's Developmental Students</title><source>Education Source</source><creator>Williams, Daphne E ; Siwatu, Mxolisi S B</creator><creatorcontrib>Williams, Daphne E ; Siwatu, Mxolisi S B</creatorcontrib><description>Developmental education programs and services have long provided underprepared and unprepared postsecondary students with the academic tools and life-management skills necessary to successfully complete college-level coursework. Eegislation and policy changes, including implementing statewide minimum admissions requirements and restricting developmental coursework to the campuses of community colleges, have changed the landscape of developmental education within the State of Eouisiana. While both four-year and two-year institutions have offered developmental coursework in the past, these policy changes have added to the debate of whether developmental learners are better served on the campuses of four-year institutions or community colleges. Using data from the Louisiana Board of Regents' Statewide Student Profile System, Student Transcript System, ACT Class Profiles, and Financial Aid Data System for AY 2006, this study sought to determine if the location of developmental English and math courses could predict success in college-level English and math courses. Results indicated that students who completed developmental mathematics courses at a four-year university were 20% less likely to successfully complete college algebra than students who completed developmental mathematics at a community college (OR-.796; C195<.05). Location of developmental English coursework did not predict freshman English peformance in a statistically significant manner. Implications for developmental education/remedial education policy and practice are discussed.</description><identifier>ISSN: 0196-5042</identifier><language>eng</language><publisher>West Monroe: Educational Research Quarterly</publisher><subject>College admissions ; College campuses ; College students ; Community Colleges ; Developmental Studies Programs ; Education policy ; English language ; Grade Point Average ; Higher education ; Historically Black Colleges & Universities ; Managerial skills ; Mathematics ; Remedial education ; Secondary school students ; Space ; Undergraduate Students</subject><ispartof>Educational research quarterly, 2017-06, Vol.40 (4), p.23</ispartof><rights>Copyright Educational Research Quarterly Jun 2017</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>315,781,785</link.rule.ids></links><search><creatorcontrib>Williams, Daphne E</creatorcontrib><creatorcontrib>Siwatu, Mxolisi S B</creatorcontrib><title>Location of Developmental/Remedial Coursework Predicts Successful Completion of College Algebra: A Study of Louisiana's Developmental Students</title><title>Educational research quarterly</title><description>Developmental education programs and services have long provided underprepared and unprepared postsecondary students with the academic tools and life-management skills necessary to successfully complete college-level coursework. Eegislation and policy changes, including implementing statewide minimum admissions requirements and restricting developmental coursework to the campuses of community colleges, have changed the landscape of developmental education within the State of Eouisiana. While both four-year and two-year institutions have offered developmental coursework in the past, these policy changes have added to the debate of whether developmental learners are better served on the campuses of four-year institutions or community colleges. Using data from the Louisiana Board of Regents' Statewide Student Profile System, Student Transcript System, ACT Class Profiles, and Financial Aid Data System for AY 2006, this study sought to determine if the location of developmental English and math courses could predict success in college-level English and math courses. Results indicated that students who completed developmental mathematics courses at a four-year university were 20% less likely to successfully complete college algebra than students who completed developmental mathematics at a community college (OR-.796; C195<.05). Location of developmental English coursework did not predict freshman English peformance in a statistically significant manner. Implications for developmental education/remedial education policy and practice are discussed.</description><subject>College admissions</subject><subject>College campuses</subject><subject>College students</subject><subject>Community Colleges</subject><subject>Developmental Studies Programs</subject><subject>Education policy</subject><subject>English language</subject><subject>Grade Point Average</subject><subject>Higher education</subject><subject>Historically Black Colleges & Universities</subject><subject>Managerial skills</subject><subject>Mathematics</subject><subject>Remedial education</subject><subject>Secondary school students</subject><subject>Space</subject><subject>Undergraduate Students</subject><issn>0196-5042</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqNjk0PwUAQhvdA4vM_bOLg1Nj62KhbU8TBQXCXVVMp207t7BJ_wm9WwsHN6Z28z5OZqbC68APpjcSwX2MNopMQ_kgGss4eS4yVTTHnmPApXEFjkUFule6tIYNDqjSP0BmCG5ozX5myii3xjYtjIErcC2eFhu-OCLWGI_BQH2Fv1ISHfGPd4f5iS3QppSpXXfq99VbKiVqsmihN0P5kk3Xms2208AqDFwdkd6fymbxEOz8QciCH40AM_rOeuatVqQ</recordid><startdate>20170601</startdate><enddate>20170601</enddate><creator>Williams, Daphne E</creator><creator>Siwatu, Mxolisi S B</creator><general>Educational Research Quarterly</general><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>20170601</creationdate><title>Location of Developmental/Remedial Coursework Predicts Successful Completion of College Algebra: A Study of Louisiana's Developmental Students</title><author>Williams, Daphne E ; Siwatu, Mxolisi S B</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-proquest_journals_19063648903</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>College admissions</topic><topic>College campuses</topic><topic>College students</topic><topic>Community Colleges</topic><topic>Developmental Studies Programs</topic><topic>Education policy</topic><topic>English language</topic><topic>Grade Point Average</topic><topic>Higher education</topic><topic>Historically Black Colleges & Universities</topic><topic>Managerial skills</topic><topic>Mathematics</topic><topic>Remedial education</topic><topic>Secondary school students</topic><topic>Space</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Williams, Daphne E</creatorcontrib><creatorcontrib>Siwatu, Mxolisi S B</creatorcontrib><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Educational research quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Williams, Daphne E</au><au>Siwatu, Mxolisi S B</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Location of Developmental/Remedial Coursework Predicts Successful Completion of College Algebra: A Study of Louisiana's Developmental Students</atitle><jtitle>Educational research quarterly</jtitle><date>2017-06-01</date><risdate>2017</risdate><volume>40</volume><issue>4</issue><spage>23</spage><pages>23-</pages><issn>0196-5042</issn><abstract>Developmental education programs and services have long provided underprepared and unprepared postsecondary students with the academic tools and life-management skills necessary to successfully complete college-level coursework. Eegislation and policy changes, including implementing statewide minimum admissions requirements and restricting developmental coursework to the campuses of community colleges, have changed the landscape of developmental education within the State of Eouisiana. While both four-year and two-year institutions have offered developmental coursework in the past, these policy changes have added to the debate of whether developmental learners are better served on the campuses of four-year institutions or community colleges. Using data from the Louisiana Board of Regents' Statewide Student Profile System, Student Transcript System, ACT Class Profiles, and Financial Aid Data System for AY 2006, this study sought to determine if the location of developmental English and math courses could predict success in college-level English and math courses. Results indicated that students who completed developmental mathematics courses at a four-year university were 20% less likely to successfully complete college algebra than students who completed developmental mathematics at a community college (OR-.796; C195<.05). Location of developmental English coursework did not predict freshman English peformance in a statistically significant manner. Implications for developmental education/remedial education policy and practice are discussed.</abstract><cop>West Monroe</cop><pub>Educational Research Quarterly</pub></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0196-5042 |
| ispartof | Educational research quarterly, 2017-06, Vol.40 (4), p.23 |
| issn | 0196-5042 |
| language | eng |
| recordid | cdi_proquest_journals_1906364890 |
| source | Education Source |
| subjects | College admissions College campuses College students Community Colleges Developmental Studies Programs Education policy English language Grade Point Average Higher education Historically Black Colleges & Universities Managerial skills Mathematics Remedial education Secondary school students Space Undergraduate Students |
| title | Location of Developmental/Remedial Coursework Predicts Successful Completion of College Algebra: A Study of Louisiana's Developmental Students |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-14T13%3A42%3A56IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Location%20of%20Developmental/Remedial%20Coursework%20Predicts%20Successful%20Completion%20of%20College%20Algebra:%20A%20Study%20of%20Louisiana's%20Developmental%20Students&rft.jtitle=Educational%20research%20quarterly&rft.au=Williams,%20Daphne%20E&rft.date=2017-06-01&rft.volume=40&rft.issue=4&rft.spage=23&rft.pages=23-&rft.issn=0196-5042&rft_id=info:doi/&rft_dat=%3Cproquest%3E1906364890%3C/proquest%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1906364890&rft_id=info:pmid/&rfr_iscdi=true |