New York College Learning Skills Association

RTDE Issue Contents

Research and Teaching
in Developmental Education

Volume 17, Issue 2, Spring 2001

Examining College Developmental Learners' Reasons for Persisting in College: A Longitudinal Retention Study
By By Maria Valeri-Gold, Wendy Kearse, and Mary P. Deming, Georgia State University, Maryann Errico, Georgia Perimeter College, and (late) Carol Callahan, Floyd College

Abstract

One hundred twenty-five college developmental students participated in a retention study during their first term in college in the fall of 1995. Of these 125 students, 23 developmental learners remained in college. Four years later, the researchers examined these former college developmental learners' reasons for persisting in college using an interviewing questionnaire. In this longitudinal study, students responded to 14 interviewing questions asking them to reflect on personal, social, and academic issues. Analysis of responses revealed that students remained in college due to parental support, self- motivation, and perseverance. Further analysis indicated that the majority of the students felt satisfied with the difficulty level of the courses, quality of instruction, registration process, campus facilities, and academic advisement. Yet, they were dissatisfied with course scheduling, parking, and financial aid services. Based on the findings of this study, this paper provides implications and recommendations for further research.