Success rates for students taking compressed and regular length developmental courses in the community college

Community College Journal of Research and Practice

Volumn 34, Issue 1-2, 2010, Pages 39-54

  Sheldon, Caroline Q ^a   Durdella, Nathan R ^b  

^a SANTA MONICA COLLEGE   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960088609     PISSN: 10668926     EISSN: 15210413     Source Type: Journal    
DOI: 10.1080/10668920903385806     Document Type: Article

References (15)

1. Beachler, J. (2003). Results of the alternative calendar survey: A survey of faculty, classified staff and administrators at California community colleges that have moved from an 18-week semester to a compressed calendar. (ERIC Document Reproduction Service No. ED479971)
2. Boylan, H. R., & Bliss, L. B. (1997, Spring). Program components and their relationship to student performance. Journal of Developmental Education, 20(3), 2-7.
3. California Community College Chancellor's Office. (2009). Data mart. Retrieved January 29, 2009, from http://www.cccco.edu/mis/onlinestat
4. California Community College Chancellor's Office. (2009). Focus on results: Accountability reporting for the California community colleges. Retrieved February 1, 2009, from http://www.cccco.edu/Portals/4/TRIS/research/ARCC/arcc_2009_ final.pdf
5. Carley, M. (2002). Community college compressed calendars: Results of a student survey and a faculty survey. (ERIC Document Reproduction Service No. ED466740).
6. Center for Student Success, Research and Planning Group for California Community Colleges. (2007). Basic skills as a foundation for student success in California community colleges. Retrieved December 2, 2008, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/28/07/ef.pdf
7. Daniel, E. L. (2000, June). A review of time-shortened courses across disciplines. College Student Journal, 34(2), 298-309.
8. Geltner, P., & Logan, R. (2001). The influence of term length on student success. (ERIC Document Reproduction Service No. ED455858)
9. Kangas, J., & Ma, T. (1992a). Persistence of fall 1988 ENGL 330-335 students through transfer level English (1A) over four academic years (fall 1988-spring 1992). Research Report #267. (ERIC Document Reproduction Service No. ED383361)
10. Kangas, J., & Ma, T. (1992b). Persistence of fall 1988 ENGL 321 & ENGL 322 students through transfer level English (1A) over four academic years (Fall 1988-Spring 1992). Research Report #268. (ERIC Document Reproduction Service No. ED383362)
11. Kangas, J., & Ma, T. (1992c). Persistence of fall 1988 Math 310, Math 12 & Math 13 students through transfer level math over four academic years (Fall 1988-Spring 1992). Research Report #269. (ERIC Document Reproduction Service No. ED383363)
12. Kretovics, M. A., Crowe, A. R., & Hyun, E. (2005). A study of faculty perceptions of summer compressed course teaching. Innovative Higher Education, 30(1), 37-51.
13. Lewis, L., & Farris, E. (1996). Remedial education at higher education institutions in fall 1995 (NCES 97-584). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
14. Rosen, L. S., Howell, W. C., & Johnson, T. (1982, April). An evaluation of the compressed-format for instruction in accounting. The Accounting Review, 57(2), 403-413.
15. van Scyoc, L. J., & Gleason, J. (1993). Traditional or intensive course lengths? A comparison of outcomes in economics learning. The Journal of Economics Education, 24(1), 15-22.