Remediation in Maryland Higher Education, Part 4: Credit-Bearing Course Completion within the First Year of Enrollment

Autor/in	Van Orden, Alexia
Institution	Maryland Higher Education Commission
Titel	Remediation in Maryland Higher Education, Part 4: Credit-Bearing Course Completion within the First Year of Enrollment
Quelle	(2020), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Remedial Instruction; Higher Education; Program Effectiveness; Barriers; Academic Persistence; Full Time Students; Two Year College Students; Community Colleges; Enrollment; Success; Institutional Characteristics; Student Characteristics; Gender Differences; Racial Differences; Ethnicity; Age Differences; Public Colleges; Educational Policy; College Credits; Mathematics Instruction; Maryland + Suchen Sie Ihr Suchwort? Förderkurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vollzeitstudium; Community college; Community College; Einschulung; Erfolg; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Age; Difference; Age difference; Altersunterschied; Politics of education; Bildungspolitik; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Mathematics lessons; Mathematikunterricht
Abstract	There are concerns that the assignment to remedial courses itself may prove a barrier to successful outcomes by discouraging students or increasing their time to completion. As discussed in earlier reports in this series, one of the arguments supporting elimination or redesign of remedial courses is that those courses may prohibit student progress toward a degree by preventing them from enrolling in credit-bearing coursework in a timely fashion. In other words, remedial courses create a potentially unnecessary barrier to credit-bearing coursework and may ultimately elongate a student's time to program completion. This report seeks to understand whether the data support these arguments by examining students' completion of credit-bearing "gateway" courses during the first year. Part 3 of this series (ED611937) investigated remedial course completion among those students assessed to need developmental work at the time of entry. This analysis, part 4 of the series, will identify differences among three developmental assessment/completion categories: those not assessed to need remediation at entry, those assessed to need remediation who completed at least one associated remedial course, and those who failed to complete any associated remedial course within the first year by segment and by demographic characteristics. [For Part 1, see ED604255. For Part 2, see ED604259. (ERIC).
Anmerkungen	Maryland Higher Education Commission. 6 North Liberty Street, Baltimore, MD 21201; Tel: 800-974-0203; Tel: 410-767-3301; Web site: http://www.mhec.state.md.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01