This mixed methods study examined the impact of grit and self-efficacy and the factors of these constructs on the performance of at-risk, developmental placement students, surveying 184 first-year students before the midterm point of their first semester. Following the quantitative portion, six upperclassmen, who had started their careers in the…

Universities have been forced to confront the increasing placement of students into developmental courses and the subsequent lack of success students encounter. In an effort to better understand how students' attitudes and dispositions towards mathematics impact this trend, we explored the differences in nine characteristics between students in…

This document is intended to be a companion piece for a report entitled "What Happens When Colleges Broaden Access to Transfer-Level Courses? Evidence from California's Community Colleges." It contains the technical appendices as follows: (1) College Profiles; (2) Additional Insights from our Interviews; (3) Data and Methods; (4) Caveat…

The "2019 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount Enrollment; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course…

Many students graduate from high school academically unprepared for college. When such students enroll in college as first-time freshmen, they are commonly placed in non-credit-bearing developmental English and math courses to develop the skills necessary to complete freshman-level credit-bearing courses. Understanding students' college readiness…

This study examined the influence of campus-based and online-based community college developmental English courses on two student success factors: course persistence and course success. Retrospective data on all first year California community college students enrolled in developmental English courses between 2008 and 2011 were analyzed for…

This study examines the effects of math readiness and student course behavior (e.g., attendance, participation, homework completion) on knowledge gain and course success using two samples of students enrolled in foundational skills (noncredit-bearing) mathematics courses. As hypothesized, entering student mathematics readiness and course behavior…

Using data from the Virginia Community College System and building upon prior Florida-based research, this study examines whether student success course enrollment has positive associations with shorter term student outcomes, including earning any college credits within the first year and persisting into the second year. The present study finds…

Each year millions of young people graduate from high school and enroll in colleges and universities across the country, and many of these students are underprepared for the demands and academic rigor of college-level courses. The purpose of this study was to determine whether there were significant differences in graduation rates between students…

If it takes a village to raise a child, it takes a strong network of committed colleagues to launch an initiative like "SENSE." From its conception in fall 2006 to the first national administration in fall 2009, the Survey of Entering Student Engagement ("SENSE") has been supported by key individuals and groups, without whom there would have been…

Identifies traits associated with conditionally admitted students that differentiate them from the total freshmen population, establishes characteristics associated with the most and least successful students in the developmental writing classes, and then uses the findings to better serve students in all components of the developmental program.…

This study examined characteristics of passive and active learners among college students enrolled in remedial classes and students enrolled in regular academic classes. Active learners are typically analytical, focused on task, tolerant of new ideas, curious, adept at processing information, able to develop other ways to solve a problem,…

A study was conducted at Miami-Dade Community College (M-DCC), in Florida, to measure the preparedness of Dade County Public School (DCPS) graduates for the state's community colleges and universities. Data was compiled from Basic Skills Tests taken by all first-time-in-college students attending Florida community colleges and universities during…

The Office of Institutional Research (OIR) tracked all students who first enrolled at Northern Virginia Community College (NVCC) in the fall of 1994 for three years to learn the proportion and characteristics of those who were retained each semester. Retention rates were compared across different racial groups to answer the question of whether…

A 3-year followup evaluation of the Personalized Education Program (PEP) of the General College, University of Minnesota, is presented. The program, which is designed to improve the academic retention and achievement of underprepared, freshman minority students, has served 273 students since the fall 1979 quarter, including 86 American Indians, 72…