New Evidence of Success for Community College Remedial English Students: Tracking the Outcomes of Students in the Accelerated Learning Program (ALP). CCRC Working Paper No. 53

Autor/inn/en	Cho, Sung-Woo; Kopko, Elizabeth; Jenkins, Davis; Jaggars, Shanna Smith
Institution	Columbia University, Community College Research Center
Titel	New Evidence of Success for Community College Remedial English Students: Tracking the Outcomes of Students in the Accelerated Learning Program (ALP). CCRC Working Paper No. 53
Quelle	(2012), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Acceleration (Education); Basic Writing; Writing Instruction; Developmental Studies Programs; Longitudinal Studies; Two Year College Students; Community Colleges; Outcomes of Education; Academic Persistence; College Readiness; Multivariate Analysis; Regression (Statistics); Racial Differences; Income; Cohort Analysis; Maryland + Suchen Sie Ihr Suchwort? Schulleistung; Acceleration; Beschleunigung; Schreibunterricht; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Community college; Community College; Lernleistung; Schulerfolg; Multivariate Analyse; Regression; Regressionsanalyse; Rassenunterschied; Einkommen; Kohortenanalyse
Abstract	This paper presents the findings from a follow-up quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP). The results suggest that among students who enroll in the highest level developmental writing course, participation in ALP is associated with substantially better outcomes in terms of English 101 completion and English 102 completion (college-level English courses), which corroborates the results of a similar analysis completed in 2010. Moreover, using a larger number of cohorts and tracking students over a longer period of time, we also found that ALP students were more likely than non-ALP students to persist to the next year. In addition to specific subgroup analyses, we compared college-ready students enrolled in ALP sections of English 101 with their counterparts in wholly college-ready sections, and found that those in ALP sections had equivalent performance within English 101 itself, but slightly lower subsequent college-level course enrollment and completion. (Contains 2 figures, 8 tables, and 7 footnotes.) (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://www.tc.columbia.edu/ccrc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10