Developmental Reading, Achievement and Persistence of African American Community College Students

Abstract

This ex post facto study was used to compare community college transcripts of African American students who participated in a developmental reading course at a multi-campus, urban community college and those who declined to participate in the developmental reading program.

The study examined 513 records to determine if participation in a developmental reading course in a community college improved achievement and persistence for African American college students.

Results discuss the positive relationship of overall and third semester achievement to enrollment in a developmental reading course as shown in the student QPA.

Neither enrollment in a developmental reading course nor reading level was related to persistence as measured by the number of semesters enrolled in college.

About the Author

Eileen Morelli is an Associate Professor at Westminster College in New Wilmington, Pennsylvania. She has a doctorate from the University of Pittsburgh in Pittsburgh, Pa. Her academic interests are related to secondary literacy and readng specialist development.