The reduction of remediation in the Illinois college and career readiness pilot project act

Durham, Brian

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Description

Title

The reduction of remediation in the Illinois college and career readiness pilot project act

Author(s)

Durham, Brian

Issue Date

2016-04-21

Director of Research (if dissertation) or Advisor (if thesis)

Bragg, Debra

Doctoral Committee Chair(s)

Bragg, Debra

Committee Member(s)

• Hackmann, Donald
• Taylor, Jason
• Baber, Lorenzo
• Robinson-Cimpian, Joseph

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• remediation
• developmental education
• remedial
• legislation
• transition courses
• summer bridges
• high school interventions

Abstract

This correlational study proposed to analyze outcomes of the Illinois College and Career Readiness (CCR) Program Act within six of seven participating community colleges. Data were collected from the Illinois Community College Board’s Annual Enrollment and Completion Report (A1), and the study’s framework relied on Weiss (1998) and the College and Career Readiness Pilot Project model (Taylor, Linick, Reese, Baber & Bragg, 2012). The study addressed four research questions to analyze the CCR program’s promise to reduce remediation for community college students. The study examined the outcomes of program participants after their matriculation to the community college into remedial courses compared to the overall population of students matriculating to the community college that enrolled in remedial courses. The study does not include those students who did not enroll in remediation upon matriculation, leaving out an important subset of CCR intervention participants. Racial/Ethnic, gender, low-income status, first generation status, aspirations (student intent upon matriculation), and academic readiness (ACT composite score) are controlled in both multiple regression and multiple hierarchical regression analysis to ascertain the marginal effect of the CCR program on remediation. In addition, the study included a subset of CCR program participants compared to non-CCR participants who had ACT Composite Scores to examine how differences in academic preparation for college related to CCR program outcomes. The study expanded upon several years of CCR program evaluations (see, for example, (Baber, Barrientos, Bragg, Castro & Khan, 2009; Bragg, Baber & Castro, 2011; Bragg, Baber, Cullen, Reese, & Linick, 2001; Khan, Baber, Bragg, Castro, Sanders & Common, 2009; Linick, Reese, Taylor, Bragg & Baber, 2012; Linick, Taylor, Reese, Bragg & Baber, 2012; Taylor, et al., 2012) that, though extensive, were unable to fully analyze the question of how CCR participants performed or how their performance compared to other community college entrants, due to data collection constraints. Ultimately, this study also added to a growing body of literature evaluating summer bridge programs as the most common approach to the CCR intervention was the summer bridge. As well, it added to a nascent but growing body of literature on educational outcomes that high school students demonstrate upon completion of remedial interventions. The results have implications for remedial reform policy within the specific institutions involved in the CCR intervention and less decisive but still suggestive implications for CCR policy in Illinois.

Graduation Semester

2016-05

Type of Resource

text

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http://hdl.handle.net/2142/90577

Copyright and License Information

Copyright 2016 Brian Durham

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