Examining the Impact of Public Act -12-40 on University Level Remedial Education in Connecticut
出版項
2020
說明
1 online resource (68 pages)
文字
text
無媒介
computer
成冊
online resource
附註
Source: Dissertations Abstracts International, Volume: 82-07, Section: A
Advisor: Brannon, Kevin
Thesis (D.L.P.)--Northeastern University, 2020
Includes bibliographical references
This study focused on several important aspects of the implementation of Public Act 12-40 on remedial instruction within a four -year University setting. The implementation of the law has been minimally studied as it pertains to student impact. There are seventeen units of the Connecticut State University System so the decision to limit the scope of the study was largely predicated on the fact that little research has been conducted at the university level. This led to the formulation of the research question what is the impact of Connecticut Public Act 12-40 on students at the embedded level who are pursuing a baccalaureate degree at a 4-year University? The criteria used to select the students for this study were based on the following factors :1) the ethnic, racial disposition and academic standing of the students at Eastern Connecticut State University (ECSU). 2) the remedial and developmental academic offerings for both English and Mathematics which are specifically mentioned in the legislation. 3) the fact that as a public university in Connecticut, Eastern was directed to implement the legislation. Up until this point, the body of literature on the impact of Public Act 12-40 has focused on mostly Community Colleges. Although helpful in understanding student needs and the impact of the law, it is limited to the Community College sector and thus, not applicable to students in a four-year institution, Consequently, the findings are not utilized by all educators in their decisions affecting teaching and learning in this broader context. This study will help expand the body of literature by providing research from a four-year institution. It is one of the few studies to do so. There are many students who were affected by the implementation of the law in the four- year college sector, and yet they have not been fully studied. This study will make findings available that could have implications for the development and offering of developmental courses since course requirements across the four-year university are based on successful completion of this remedial requirement. The results of this study have shown that students who entered remediation at the University level have a very nuanced understanding of their academic situation. Moreover, this study illustrates very clearly that additional support for student success is critical. The source of the academic support may vary from student to student based on their individual situation, however the presence of external support regardless of its origin plays a critical factor in overall student success and retention. This study also illustrates some of the internally developed mechanisms at the individual institutional level which have both negative and positive outcomes for the student population. These findings have created a better understanding of how college students studying at the four -year level view their social and academic progress through remedial and developmental course requirements
Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2021
