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AASCIT Journal of Psychology

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Differences in Developmental Education Enrollment and Writing Performance at Texas 4-Year Universities: A Multiyear, Statewide Study

AASCIT Journal of Psychology
Vol.4 , No. 2, Publication Date: Feb. 12, 2018, Page: 15-23

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Authors

[1]	Kimberly Priesmeyer, Department of Educational Leadership, Sam Houston State University, Huntsville, USA.
[2]	John R. Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, USA.

Abstract

In this research study, the numbers and percentages of students enrolled in developmental education in writing were determined for the 2002-2003 through the 2009-2010 academic years at Texas 4-year universities. Determined by this analysis was whether the numbers and percentages of students enrolled in developmental education in writing had changed over the 8 years of this study, as well as the degree to which students in developmental education in writing were able to complete a college-level course in writing. Revealed in this multiyear analysis were statistically significant differences in the percentages of students in developmental education in writing between the 2002-2003 and the 2009-2010 academic years. However, the average numbers of students enrolled in developmental education in writing had not changed over this 8 year time period. In the final year of this investigation, almost 40% of students in developmental education in writing did not complete a college-level course in writing. Implications for policymakers and recommendations for future research were provided.

Keywords

Developmental Education, Writing, Texas, 4-Year Universities, College-Level Course

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