The Effect of a Developmental Writing Course on Student Persistence and Achievement: A Research Report.

Autor/in	Boggs, George R.
Institution	Butte Coll., Oroville, CA.
Titel	The Effect of a Developmental Writing Course on Student Persistence and Achievement: A Research Report.
Quelle	(1984), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Community Colleges; English Instruction; Grades (Scholastic); Program Effectiveness; Remedial Programs; Student Placement; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Community college; Community College; English langauage lessons; Englischunterricht; Notenspiegel; Förderprogramm; Schülerpraktikum
Abstract	A study was conducted at Butte College to determine the effectiveness of a developmental writing course (Eng 102) by examining comparative achievement and persistence in a subsequent freshman composition course (Eng 210) and comparative persistence and achievement in course work in general. Analyses of data on all 3,497 students who enrolled in Eng 210 between winter 1979 and fall 1983 revealed: (1) 75% of the students (N=2,617) had not completed a prior developmental writing class; (2) in contrast to the students who did not take Eng 102, those who completed the remedial course before enrolling in Eng 210 scored lower in every measure of prior English language ability, achieved significantly lower grades in Eng 210, persisted in Eng 210 at a comparable rate, completed significantly more units while taking Eng 210, completed significantly more units at Butte College, and achieved significantly higher college grade point averages; (3) lower measures of previous English language ability were required to earn A, B, and C grades in Eng 210 if the student had completed Eng 102; and (4) students who scored below the threshold for admission into Eng 210 on the college's assessment test, yet still registered for the course showed lower persistence and achievement than those who scored at this level and completed Eng 102. Graphs illustrating findings are included in the study report. (AYC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01