Impact of Tennessee's Remedial/Developmental Studies Program on the Academic Progress of Minority Students

Riggs, Robert O.; Davis, Todd M.; Wilson, Olivia H.

doi:10.1080/027767790030201

Cited by 4 publications

(6 citation statements)

References 6 publications

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“…The creation of minority peer tutoring programs clearly serves to increase the interaction that students of color have with other students of color on campus. This nding also con rms the assertion of other 158 R. D. Opp researchers that promoting peer tutoring is a promising retention strategy for students of color (Norman & Norman, 1995;Riggs et al, 1990;Sherman et al, 1994).…”

Section: Ret Ention St Rat Egiessupporting

confidence: 86%

“…Other researchers also have suggested strategies to involve developmental education students in the academic mainstream (Levin & Levin, 1991;Richardson & Skinner, 1992;Riggs et al, 1990;Tatum & Rasool, 1992). Studying the impact of programs and services that involve developmental education students of color with the academic mainstream certainly warrants additional study in future research.…”

Section: Enhancing Program Completionmentioning

confidence: 96%

“…These strategies to increase peer group interactions include peer tutoring programs (Norman & Norman, 1995;Riggs et al, 1990;Sherman et al, 1994); provision of peer mentors (Lavant & Terrell, 1994;O'Brien, 1989;Roach, 1999;Sherman et al, 1994); and creation of peer support groups (Boulard, 1994;Lavant & Terrell, 1994;Levin & Levin, 1991;Pincus & DeCamp, 1989;Richardson & Skinner, 1992). As with the strategies for faculty-student interaction, these recommended peer group interaction strategies are prescriptive in nature, and their effectiveness in increasing the retention and success for students of color has not been tested empirically.…”

Section: Ret Ention St Rat Egies For Student S Of Colormentioning

confidence: 99%

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Enhancing Program Completion Rates Among Two-Year College Students of Color

Opp¹

2002

Community College Journal of Research and Practice

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The growing proportion of students of color enrolled in postsecondary education makes the ongoing issue of their retention and program completion an increasingly important concern in higher education. Survey data from a national study of chief student affairs ofücers (CSAOs) on retention barriers and strategies were merged with 1995 Integrated Postsecondary Education Data System Completions Survey Data. A regression analysis was conducted to identify the signiücant predictors of program completion rates for students of color at 573 two-year colleges. An institution's program completion rate for students of color was used as a proxy measure for its success in retaining students of color. Demographic and institutional characteristics that entered as predictors included having a CSAO of color and being a two-year college in a large city. Retention strategies that entered as predictors included having individuals of color serve on the board of trustees and having minority peer tutoring programs. The percentages of faculty and administrators of color, and the amount of contact that CSAOs have with students of color, entered as the strongest predictors. Two-year colleges reap the beneüt of faculty-student and peer interactions in the form of greater institutional success inincreasing their program completion rates for students of color. Two-year college policy makers, administrators, and faculty can use the results of this study to promote equity and maximize talent development by designing and implementing retention policies and practices that enhance program completion rates for students of color.

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Section: Ret Ention St Rat Egiessupporting

confidence: 86%

Section: Enhancing Program Completionmentioning

confidence: 96%

Section: Ret Ention St Rat Egies For Student S Of Colormentioning

confidence: 99%

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Enhancing Program Completion Rates Among Two-Year College Students of Color

Opp¹

2002

Community College Journal of Research and Practice

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“…However, these students were confined to developmental courses and could not earn college credits until all developmental program requirements were met. An analysis of attrition showed that attrition was higher for those enrolled in developmental studies, and 13% higher for minorities than for White students (Riggs, Davis, & Wilson, 1990).…”

Section: Sortingmentioning

confidence: 99%

Sorting, Supporting, Connecting, and Transforming: Intervention Strategies for Students at Risk

Pérez¹

1998

Community College Review

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The author reviews the literature on strategies for serving students considered to be at risk because they need assistance to succeed academically and socially at the college level. After reviewing the changing demographic and functional definitions of students at risk and providing an overview of why such students need special services from colleges, the author uses Beatty-Guenter's (1994) typology to provide a research and practice framework for current intervention strategies. Sorting strategies attempt to divide the student body into meaningful subsets for intervention. Supporting strategies strive to ease students' everyday problems with academic life. Connecting strategies promote bonding between the student and others at the college to motivate continued enrollment. Transforming strategies seek to overcome barriers that might prevent students from achieving their potential. A summary of characteristics that distinguish successful intervention programs and strategies concludes this review.

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“…Another seven articles (Kern, 2000;Maxwell, 1992;Opp & Smith, 1994;Piland, Hess, & Piland, 2000;Piland & Silva, 1996;Riggs, Davis, & Wilson, 1990;Swigart & Ethington, 1998) indirectly focused on the African-American experience in community colleges. These 11 articles were reviewed for the information they provide pertinent to the African-American experience in community colleges.…”

Section: Methodsmentioning

confidence: 99%

African Americans in Community Colleges: A Review of Research Reported in the Community College Journal of Research and Practice : 1990-2000

Lewis

Middleton

2003

Community College Journal of Research and Practice

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the African-American experience in community colleges. The authors found three major themes related to articles published over the 10-year period: (a) environmental factors related to student success, (b) the need for faculty diversity, and (c) race and community college administration. The authors found that more research needs to be done to understand and improve the African-American experience in community colleges.

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Impact of Tennessee's Remedial/Developmental Studies Program on the Academic Progress of Minority Students

Cited by 4 publications

References 6 publications

Enhancing Program Completion Rates Among Two-Year College Students of Color

Enhancing Program Completion Rates Among Two-Year College Students of Color

Sorting, Supporting, Connecting, and Transforming: Intervention Strategies for Students at Risk

African Americans in Community Colleges: A Review of Research Reported in the Community College Journal of Research and Practice : 1990-2000

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