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Escaping The Remedial Curse: An Evaluation Of The Impact Of A Credit-Bearing Alternative To Traditional Developmental Education, Daniel J. Super

Dissertations

This study examined the impact of a credit-bearing intervention literacy course taught at a southeastern United States four-year public university on student retention rates and cumulative grade point average. Undergraduate students (N=1,038) entering the university from fall 2010 to spring 2013 classified as not college ready were assigned to the course as an alternative to a more traditional non-credit bearing developmental reading course.

Using binary logistic regression and hierarchical linear regression, two dependent outcome variables related to student success were measured to infer course effects: twoyear retention status, defined as enrolling at the institution two years successful course completion, and …