Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications. (January 2015)

• Record Type: Journal Article
• Authors: Jaggars, Shanna Smith; Hodara, Michelle; Cho, Sung-Woo; Xu, Di
• Is Part Of: Community college review. Volume 43:Number 1(2015:Jan.)
• Page Start: 3
• Page End: 26
• Publication Date: 2015-01
• Subjects: curriculum and instruction -- remedial/developmental education -- acceleration -- student retention/achievement -- student services; Community colleges -- United States -- Periodicals; 378.15430973
• DOI: 10.1177/0091552114551752
• Languages: English
• ISSNs: 0091-5521

Abstract

To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in English and one in math. Overall, students on accelerated pathways were more likely than a set of matched peers to successfully complete the relevant college-level course within 3 years. However, to help maintain strong student performance within subsequent college-level courses, accelerated pathways may need to incorporate rigorous content, systematic faculty development, and targeted student supports.