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Oct. 30, 2006 Age and Remediation Remedial education at community colleges frequently must serve both students fresh from high school and those who have been out of the classroom for years, if not decades. But do older and younger students respond differently to remediation? And should two-year institutions think about the groups differently when considering their needs? Yes and yes, according to a new report from the Community College Research Center at Teachers College at Columbia University. The study <http://ccrc.tc.columbia.edu/Publication.asp?UID=449> , "Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Older Community College Student Outcomes, is slated to be released in the November 2007 edition of Research in Higher Education. It shows that older students who enrolled in remedial courses - particularly in mathematics - were "less negatively" affected in terms of time to program completion than were younger students who also took the courses. Continue article: http://insidehighered.com/news/2006/10/30/remediation Above mentioned study link: Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Older Community College Student Outcomes By: Juan Carlos Calcagno, Peter Crosta, Thomas R. Bailey & Davis Jenkins - CCRC Brief No. 32 (October 2006). New York: Columbia University, Teachers College, Community College Research Center. Current research offers only a limited picture of whether enrollment in remediation and the reaching of particular enrollment milestones have different effects on the graduation rates of older and traditional-age students. CCRC Brief No. 32 reports on a new study that begins to fill this research gap. Using longitudinal unit record transcript data on a cohort of first-time community college students in Florida, the study sought to determine whether remedial pathways, such as enrolling in a developmental math course, and enrollment milestones, such as completing a certain number of credits or a certain portion of a given program, had the same impact on the conditional probability of graduating for older students as they did for younger students. The study presents a model for analyzing student enrollment patterns and milestones, findings based on the Florida student cohort, and implications for practice. <http://ccrc.tc.columbia.edu/DefaultFiles/SendFileToPublic.asp?ft=pdf&FilePa th=c:\Websites\ccrc_tc_columbia_edu_documents\332_449.pdf&fid=332_449&aid=47 &RID=449&pf=Publication.asp?UID=449> View PDF version Source: http://ccrc.tc.columbia.edu/Publication.asp?UID=449 ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask]