Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000

Abstract

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively.

A predictive study of student satisfaction in online education programs

“…It is worthwhile to investigate student satisfaction in online settings because new technologies have altered the way that students interact with instructors and classmates (Kaminski, Switzer, & Gloeckner, 2009). The quality of interaction in online settings may depend to a large extent on the technology tools utilized during learning (Parsad & Lewis, 2008). Lack of confidence in using information and communication technology (ICT) may decrease students' satisfaction during online instruction and in turn lower their performance.…”

A National Study of Differences between Distance and Non-distance Community College Students in Time to First Associate Degree Attainment, Transfer, and Dropout

“…Online and distance education have long been seen as a vehicle for democratization (Larreamendy-Joerns & Leinhardt, 2006) and increased access and have been adopted very broadly among institutions with an access mission; chief among these are community colleges. Of all students enrolled in online courses in the US, the majority of these were enrolled at the community college level (Parsad & Lewis, 2008;Radford, 2011). However, the expansion of traditional online education among community college populations has generated concern among some specifically regarding poor outcomes of online community college students relative to classroom students.…”

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

“…"Critics argue that remedial education costs taxpayers twice, teaching academic skills in college that should have been acquired in high school" (Saxon & Boylan, 2001, p.2). 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).…”

“…From 1988 to 2006, between 40% and 60% (some colleges reported as high as 80%) of all first-time community college students enrolled in at least one developmental education course (Attewell, Lavin, Domina, & Levey, 2006;Bailey, 2009;Bers & Smith, 1991;Bettinger & Long, 2005;Boughan & Clagett, 1995;Brawer, 1996;Clergy, 2006bClergy, , 2008dCollins, 2009;Colorado Commission on Higher Education, 2009;Fujita & Oromaner, 1992;Hom, Peter, & Rooney, 2002;Kielbaso, Dirkx, Min, & Allen, 1998;Lewis & Farris, 1996;Maryland Higher Education Commission, 1996;McCabe, 2000;Parsad & Lewis, 2003;Perry, Bahr, Rosin, & Woodward, 2010;Shults, 2000). With 40%…”

“…English and reading) (ACT, 2006(ACT, , 2007(ACT, , 2008(ACT, , 2009Attewell, Lavin, Domina, & Levey, 2006;Bettinger & Long, 2005;Cartnal, 1999;Clergy, 2006a Lewin, 2008;Lewis & Farris, 1996;Maryland Higher Education Commission, 1996;McCabe, 2003;Parsad & Lewis, 2003;Phipps, 1998;Provasnik & Planty, 2008;Virginia Community Colleges Office ofInstitutional Research and Effectiveness, 2008; Washington State Board for Community and Technical Colleges, 2006. Persistence studies have shown only about half of all developmental math students successfully complete the course (Bailey, Jeong, & Cho, 2009;Cuesta College, 1999;Curtis, 2002;Fike & Fike, 2007;Jaschik 201 Oa;Kangas, 1992aKangas, , 1992bKangas, , 1992cMaricopa Community Colleges Institutional Effectiveness Office and Maricopa Governance, 2003;Rienties, Tempelaar, Waterval, Rehm, & Gijselaers, 2006).…”