Research Questions

1. Community College Remediation Focused on Retention and PersistenceCynthia J. Spence, MAEd.D, Educational Leadership California State University, San Bernardino 1112 Committee Members Dr. Bonnie Piller Chair Dr. Diane Brantley • Research Questions • What reasons do COD remedial students give for leaving or staying? While there is a great deal of discussion based on remedial student academic data, the actual voice of the remedial student is not being heard. • Regarding retention, is there a significance difference between the reenrollment rates of students who use support programs and those who do not? • Which existing support programs do COD students report as being beneficial? • What new support programs do COD students suggest might be beneficial? Participants • All fall 2010 College of the Desert students enrolled in basic skills math, reading, and English will be surveyed. • 15 basic skills students will participate in both group and personal interviews. • Analysis • Quantitative Data: Demographic information of COD basic skills students. • Quantitative Data: Statistical information regarding student enrollment, persistence, attrition, and use of basic skills support programs. • Quantitative Data: Comparisons of persistence and attrition with students who participated in basic skills support programs and those who did not. • Qualitative Data: Surveys from fall 2010 basic skills students. • Qualitative Date: Group interviews • Qualitative Data: Personal interviews • Statement of the Problem • Thomas Bailey (2010), reports the annual national cost of community college remediation ranges from $1.9-2.3 billion dollars. Kay Mills (2009), reports California, has allocated $33.1 million to fund remedial programs (p. 34). • While the financial outlay from academic institutions is sizable, remedial students are also paying a price. These costs include accumulated college debt, loss of time and potential earnings, and the emotional disappointment associated with testing into remedial courses after receiving a high school diploma. • Even with substantial funding and numerous support programs over 50% of remedial students drop out after their first semester. • Addressing the Problem • California Community College • System Office in cooperation • with the State Academic Senate • Identify Best Practices: Which support programs do students report as meeting their academic needs? What new support programs do students suggest might be beneficial? • Local Self Evaluation: Which local programs are students utilizing? How do the students evaluate these programs? • Statement of Purpose • Focusing on one community college, the purpose of this study is to analyze the patterns and determinants of student progression or attrition through a sequence of remedial courses. College of the Desert research data used with permission. Course Descriptions ENG-050 BASIC WRITING SKILLS This course provides extensive study of basic writing skills in preparation for higher level writing courses. Students write paragraphs and short essays and develop an awareness of correct grammar usage, and mechanical skills. ENG-051 INTRODUCTION TO EXPOSITORY WRITING This course helps students improve their skills in expository writing, including a review of grammar and sentence skills to prepare them for college level courses. RDG-050 BASIC READING This course is designed to provide extensive study and practice of basic reading skills including vocabulary development, comprehension improvement, and oral reading ability. RDG-051 ANALYTICAL READING This course is for students who have a vocabulary base for college-level reading but need practice in analytical reading and critical thinking skills. The focus of this course is on improving comprehension. Students read college-level selections from different disciplines and content areas.