Developmental Education and Its Relationship to Academic Success in College Level Courses at a Suburban Community College in Kansas

This study evaluated the effectiveness of developmental math, English, and reading courses by evaluating the success of students in the corresponding college-level math, English, and reading course. This study analyzed select student characteristics (sex, ethnicity, age, socioeconomic status) or student developmental education status as predictors of passing grades in select college-level courses (English, psychology, and math). The study analyzed the distribution of letter grades (A, B, C, D, or F) of students in these select college-level courses. Data was collected on 1,871 fall 2008 first-time degree and certificate seeking students at Johnson County Community College (JCCC). The study utilized a quantitative design using archival data from JCCC, located in Johnson County, Kansas. Multiple logistic regression analysis was used to explore the statistical relationship in predicting a passing grade in composition 1 (ENGL 121), psychology (PSYC 130), and college algebra (MATH 171) by the student characteristics and student developmental education status. Chi-square for independence analysis was used to compare the frequency grade distributions in select college-level courses among students without a developmental education background and those students with a developmental education background. Sex and ethnicity emerged as statistically significant predictors of a passing grade in ENGL 121. Sex, age, socioeconomic status, and developmental education status emerged as statistically significant predictors of a passing grade in PSYC 130. Sex and socioeconomic emerged as statistically significant predictors of a passing grade in MATH 171. The distribution of grades in ENGL 121, PSYC 130, and MATH 171 are significantly different for students with a developmental education background as compared to students without a developmental education background. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]