Learning Communities for Students in Developmental English: Impact Studies at Merced College and the Community College of Baltimore County. NCPR Brief
Author: Weissman, Evan
Date: 2012-04-00
Type: Reports - Research
Subjects: Control Groups,Basic Writing,Community Colleges,College Credits,Program Effectiveness,Two Year College Students,Demonstration Programs,Research Projects,English Instruction,Cohort Analysis,Experimental Groups,Comparative Analysis,Program Evaluation,Academic Achievement,Program Implementation,Outcome Measures,Developmental Studies Programs,Academic Support Services,Educational Policy,At Risk Students,Remedial Programs,Remedial Instruction,Remedial Reading,Federal Aid

The Learning Communities Demonstration is a national research project that is testing the effectiveness of learning communities in six community colleges across the United States: Merced College in California; The Community College of Baltimore County (CCBC) in Baltimore, Maryland; Hillsborough Community College in Tampa, Florida; Houston Community College in Houston, Texas; Queensborough Community College in Queens, New York; and Kingsborough Community College in Brooklyn, New York. This report describes the findings from the programs at Merced and CCBC, which each offered learning communities for students in developmental English (including both developmental reading and developmental writing) with the goals articulated above in mind. Findings from the studies at the other four colleges can be found in previously published reports from the Learning Communities Demonstration (Visher, Schneider, Wathington, &amp; Collado, 2010 details the early implementation experiences of the six colleges in the demonstration. The other impact studies from the demonstration can be found in Weiss, Visher, &amp; Wathington, 2010; Weissman et al., 2011; Visher &amp; Teres, 2011). Key findings from Merced and CCBC include: (1) Merced and CCBC had relatively ambitious goals for the implementation of advanced, semester-long, developmental English learning communities. In practice, a strong cohort experience was provided to students, and other aspects of the learning communities model were implemented with variation among the different links at each college. Overall, the colleges succeeded in providing the majority of program group students with an experience that was substantially different from that of their control group counterparts; (2) At Merced, learning communities students attempted and earned significantly more developmental English credits than students in the control group during the program semester. At the end of the subsequent semester, they had passed significantly more English courses than their control group counterparts; (3) At CCBC, there were no meaningful impacts on students' credit attempts or progress in developmental English; and (4) On average, neither college's learning communities program had an impact on college registration in the postprogram semester, or on cumulative credits earned. [This paper was written with Amanda Grossman. For &quot;Learning Communities for Students in Developmental English: Impact Studies at Merced College and the Community College of Baltimore County,&quot; see ED529251.]