Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work, the proportion is even lower among older
students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs,
and impact of these college remediation and academic support programs.
This (community) can be a shared location, language, purpose, value system, identity, or behavior. What is essential for the development of a sense of community is communication itself. Computer-mediated communication has become an important factor within that. Dawson has used two domains to characterize community: locality and sharing of common interests, both of which refer to the idea that people come together and develop social relationships through closeness or shared interest.
Bettinger, E. P., Boatman, A., & Long, B. T. (2013). Student supports: Developmental education and other academic programs. The Future of Children, 23(1), 93-115.
|Links to Article||https://files.eric.ed.gov/fulltext/EJ1015252.pdf|
|Publication Type||Journal Article|
|In Publication||Future of Children|
|Type of Research||Mixed methods|
|Research Design||Text analysis|
|Intervention/Areas of Study||Student support|
|Level of Analysis||Cross-institutional|
|Specific Populations Examined||Undergraduates|
|Specific Institutional Characteristics of Interest||4-year Institution|
|Specific Course or Program Characteristics|
|Outcome Variables of Interest||Retention|
|Student Sample Size|