Remediation in the Community College

Abstract

Remediation is the most common approach to preparing students academically and socially during their early stages of college. However, despite its profound importance and its significant costs, there is very little rigorous research analyzing its effectiveness. The goal of this article is to provide a conceptual framework for the evaluation of remedial education programs. Based on previous literature, we review a list of ingredients for successful interventions, present a number of approaches to remediation that make use of these ingredients, discuss alternative research designs for systematic evaluations, and enumerate basic data requirements.

Unlocking the Gate: What We Know About Improving Developmental Education

“…For instance, many of the exemplary colleges profiled in earlier literature reviews did not report an overall profile of their students' achievement. However, Rossi and Freeman (1993); Levin and Calcagno (2008).…”

A Retrospective-Longitudinal Examination of the Relationship between Apportionment of Seat Time in Community-College Algebra Courses and Student Academic Performance

“…So, although many college administrators find it politically desirable to characterize themselves as data-driven decision-makers, the reality is that few have the necessary time, resources, or acumen (Romero et al, 2005). Levin and Calcagno (2008) noted that the institutional research performed at most community colleges is not conducive to data-driven policy-making, for it largely consists of simple cross-tabulation reports mandated by federal and state governmental agencies, and also by institutional and program-specific accreditors. Most institutional research departments are "….…”

The collective affiliation of community college, commuter and distance education students : developmental math and dropout.

“…Some policy makers have suggested outsourcing remedial education to private companies, which is in effort to defer the cost solely upon the student (Kozeracki, 2002;Phipps, 1998 Allen, 1998;Lewis & Farris, 1996;Maryland Higher Education Commission, 1996;McCabe, 2000;Parsad & Lewis, 2003;Perry, Bahr, Rosin, & Woodward, 2010;Shults, 2000). This accounts for around twice the number of community college students enroll in developmental education compared to four-year public universities (Attewell, Lavin, Domina, & Levey, 2006;Levin & Calcagno, 2008).…”

“…Even though this may be true, specifically for graduate students, teaching techniques with developmental students, even though not favored, often utilize "drill-and-skill" as a means oflearning. Levin and Calcagno (2008) Engagement noted that when asked, "during the current school year, how much has your coursework at this college emphasized the following mental activities? Memorizing facts, ideas or methods from your courses and readings so you can repeat them in pretty much the same form?"…”

“…Around twice the number of community college students enroll in developmental education compared to four-year public universities (Attewell, Lavin, Domina, & Levey, 2006;Levin & Calcagno, 2008). More students begin college less prepared in math than any other developmental area (e.g.…”