There is a call to significantly improve the success of underprepared students in Texas higher education by 2017. The methods proposed to reach this goal are individualized and non-traditional and include options like non-course competency-based and course pairing. The purpose of this study was to determine if a relationship existed between the mode of developmental education and performance in ENGL 1301 and ENGL 1302 and the impact on retention at a South Texas university. The sample for this study was a convenience sample based on developmental education students. Archival data was collected from existing student educational records, including developmental education writing classes, final grades for ENGL 1301, ENGL 1302, 11th grade ELA TAKS scores and fall to fall retention rates for students enrolled in a mode of developmental education for writing. The difference in success as measured by the final grade in ENGL 1301 indicated students achieved greater results when a developmental education class for writing was paired with a college English class. Although not statistically significant, students enrolled in paired courses also had higher retention rates than students enrolled in a stand-alone course for developmental education.
January 27, 2016
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