Date of Award

Spring 2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educ Foundations & Leadership

Committee Director

Mitchell R. Williams

Committee Member

Christopher R. Glass

Committee Member

Peter B. Baker

Abstract

Students who are required to progress through a developmental education program face substantial barriers in the way of annual retention and program completion. A multitude of models exist on college campuses to improve these outcomes, one of which implements an on-time remediation approach. This co-requisite method is designed to reduce the time in developmental sequencing and stop-out points and accelerate students who are placed into preparatory classes to their gateway courses. As a form of developmental acceleration, students can concurrently enroll in their on-level and remedial courses in the same semester. A comparative analysis was performed between three student subgroups (on-level, accelerated-developmental, and traditional-developmental) to better understand the effectiveness of the accelerated program. Completion rates (grades of A, B, or C), non-completion rates (D, F, or W), and GPA for gateway and subsequent English and math courses were calculated for each subgroup. Confidence intervals and hypothesis tests were analyzed to determine if significant differences existed between the three subgroups. Results from this analysis revealed accelerated-developmental students succeeded at the same rate as traditional-developmental students in gateway and subsequent math courses as well as gateway English courses.

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