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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

 

 


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