Developmental education has been cited as one of the most
difficult issues facing community colleges. Despite the controversy and changes
to educational policy regarding developmental education, there is a notable
dearth of rigorous research measuring the effect of remediation on community
college student outcomes.
This study uses data from the Beginning Postsecondary
Students Longitudinal Study (BPS: 04/09) to measure the impact of developmental
education on community college students’ odds of persistence and vertical
transfer after controlling for enrollment in remediation and
institutional-level variables.
Propensity score matching results reveal that students who
enroll in developmental courses are systematically different from community
college students who do not remediate in gender, ethnicity, first-generation
status, academic preparation and experiences during high school, and delayed
college entry.
Moreover, the authors report that post-matching hierarchical
generalized linear modeling (HGLM) findings demonstrate that developmental
education may overall serve to decrease community college students’ odds of
successfully transferring to a 4-year institution, with negative impacts on
students enrolled in English and mathematics courses.
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