New York College Learning Skills Association

RTDE Issue Contents

Research and Teaching
in Developmental Education

Volume 17, Issue 1, Fall 2000

Assessing the Effectiveness of a Course for Developmental Probationary Freshmen
By Sally A. Lipsky, Indiana University of Pennsylvania

Abstract

The researcher assessed the effectiveness of a one-credit remedial course for developmental probationary students by examining (a) cumulative quality point average's (cqpa's) at the end of the semester of the treatment for a three-year period, and (b) retention rates from two to six semesters after the treatment concluded. The course was designed to provide individual and small-group instruction on how to learn content more effectively and apply reading and study skills strategies into daily course work.

Results indicated that, for students completing the course, cqpa's were neither significantly better, nor significantly worse, than cqpa's for probationary students not participating in the course. This is consistent with results of other studies concluding that students' academic performance is not immediately influenced by the treatment; developmental freshmen especially need time to respond to interventions.

Student retention patterns differed greatly from year to year. In an attempt to clarify these uneven retention rates, the researcher examined the academic and racial profile for each treatment group. However, more questions than answers remain regarding factors impacting developmental, probationary students' performance and retention.