The purpose of this study was to examine achievement, retention, persistence, and success of Mississippi community college students who began in a developmental English course and eventually completed Composition I, a college-level course. This study examined the effects of utilizing online instruction via eLearning courses compared to traditional instructor-led instruction. The population of the study consisted of students enrolled in developmental English during the fall 2015 semester; and tracked their performance through the completion of Composition I. A Chi-Square test was utilized to address the each research question analyzing students’ use of a traditional face-toace instructional approach for developmental English and those using an online instructional approach for developmental English. The results show that students utilizing traditional instruction delivery for developmental English courses, out-performed students who took developmental English courses online in the areas of success, course retention and persistence rates. When measuring success in Composition I, the results were very close, however the online students had a higher percentage of passing grades 47.2%, when compared to traditional classroom students. Finally, when analyzing the results based on demographics, there was a higher percentage of students who passed the developmental course in the classroom when they are age 22 or younger, female, or black.

The number of college freshmen enrolled in developmental courses is an indicator that many American high school graduates are not adequately prepared for college. Research has indicated that from 30% to 69% of high school graduates who entered college are required to take at least one developmental course. The purpose of this study was to examine the high school experiences of freshmen college students, specifically, the roles their high school teachers, high school guidance counselors, the parents, and they themselves played in preparing them for college. Data were analyzed to explore differences by race (majority v. minority), gender and type of English class (regular v. developmental). The participants were freshmen students enrolled in college developmental English and general English courses at one community college and one four year college. In order to answer the research questions presented in this study, participants completed a 60-item questionnaire. Fifteen items addressed areas that the research questions investigated (i.e. role of high school teachers, guidance counselors, parents, self). The research questions were examined through a series of analysis of variance tests. Results revealed significant differences by race, gender, type of class and interactions between the effects. The data provide the basis for making recommendations to high school administrators and local school boards which, when implemented will better prepare high school students for the academic rigors of college courses. / Ed. D.

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This qualitative case study addressed a suburban school district's placement of academically at-risk English language arts (ELA) 9th graders as the district transitions from the New Jersey Assessment of Skills and Knowledge (NJASK) to use of the unfamiliar and controversial Partnership for Assessment of Readiness for College and Careers (PARCC). Based on the theoretical frameworks of the zone of proximal development, cognitive apprenticeship, and Bandura's model of self-efficacy, the purpose was to understand the characteristics of struggling (labeled 'academic') ELA students, placement practices and perceptions of these practices, and placement improvements. A purposeful sample was recruited of 7 staff members involved with placement and instruction of academic ELA students in Grades 7-10 for individual interviews. Using thematic data analysis, 4 themes emerged pertaining to the characteristics of academic students, placement practices, the efficacy of assessments used for placement, and improvements. Additionally, content analysis of data on academic students' standardized test scores and grades, collected from district reports, and research on reading assessments were conducted. Findings indicated consensus on the students' characteristics, but no standard procedure for placing academic ELA freshmen. A multiple measure placement matrix was created and incorporated in a white paper for the district's stakeholders, including administrators, teachers, guidance counselors, and child study team members. The implications for positive social change include a better understanding of academic students, their placement, and the benefits of communication, uniform policy, and the use of multiple measures to improve future placement practices.

No description available.