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Referral, enrollment, and completion in developmental education sequences in community colleges

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  • Bailey, Thomas
  • Jeong, Dong Wook
  • Cho, Sung-Woo
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    Abstract

    After being assessed, many students entering community colleges are referred to one or more levels of developmental education. While the need to assist students with weak academic skills is well known, little research has examined student progression through multiple levels of developmental education and into entry-level college courses. The purpose of this paper is to analyze the patterns and determinants of student progression through sequences of developmental education starting from initial referral. Our results indicate that fewer than one half of the students who are referred to remediation actually complete the entire sequence to which they are referred. About 30 percent of students referred to developmental education do not enroll in any remedial course, and only about 60 percent of referred students actually enroll in the remedial course to which they were referred. The results also show that more students exit their developmental sequences because they did not enroll in the first or a subsequent course than because they failed or withdrew from a course in which they were enrolled. We also show that men, older students, African American students, part-time students, and students in vocational programs are less likely to progress through their full remedial sequences.

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    File URL: http://www.sciencedirect.com/science/article/B6VB9-4X97D2D-1/2/350e7c83ed8b03eb2b6347685b723002
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    Bibliographic Info

    Article provided by Elsevier in its journal Economics of Education Review.

    Volume (Year): 29 (2010)
    Issue (Month): 2 (April)
    Pages: 255-270

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    Handle: RePEc:eee:ecoedu:v:29:y:2010:i:2:p:255-270

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    Web page: http://www.elsevier.com/locate/econedurev

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    Keywords: Developmental education Community college;

    References

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    1. W. Norton Grubb, 1993. "The Varied Economic Returns to Postsecondary Education: New Evidence from the Class of 1972," Journal of Human Resources, University of Wisconsin Press, vol. 28(2), pages 365-382.
    2. Patrick Royston, 2004. "Multiple imputation of missing values," Stata Journal, StataCorp LP, vol. 4(3), pages 227-241, September.
    3. Manski, Charles F., 1989. "Schooling as experimentation: a reappraisal of the postsecondary dropout phenomenon," Economics of Education Review, Elsevier, vol. 8(4), pages 305-312, August.
    4. Juan Carlos Calcagno & Bridget Terry Long, 2008. "The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance," NBER Working Papers 14194, National Bureau of Economic Research, Inc.
    5. Kane, Thomas J & Rouse, Cecilia Elena, 1995. "Labor-Market Returns to Two- and Four-Year College," American Economic Review, American Economic Association, vol. 85(3), pages 600-614, June.
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    Cited by:
    1. Judith Scott-Clayton & Peter M. Crosta & Clive R. Belfield, 2012. "Improving the Targeting of Treatment: Evidence from College Remediation," NBER Working Papers 18457, National Bureau of Economic Research, Inc.

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