Author ORCID Identifier

https://orcid.org/0000-0001-7543-1559

Date Available

12-5-2024

Year of Publication

2024

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational Leadership Studies

Advisor

Dr. Beth Rous

Abstract

This dissertation investigates the impact of two prevalent types of developmental education (DE) courses—prerequisite and corequisite—on student retention in higher education. As institutions increasingly address concerns over the academic preparedness of first-year students, many implement remedial education courses to support those who are underprepared (National Center for Education Statistics, n.d.). However, these courses disproportionately affect students of color and often contribute to higher dropout rates (USG, 2021; Bailey & Jaggars, 2016). While previous research indicates that corequisite courses, where students enroll in standard courses with additional academic support, can positively impact retention, there is limited knowledge on their effect on long-term student outcomes. This study aimed to explore the relationship between DE course type and second-year retention rates at the University of Kentucky, while considering demographic factors and academic readiness. Using DE course type (prerequisite or corequisite) as the independent variable, the analysis included dependent variables such as gender, race/ethnicity, Pell Grant eligibility, academic performance, and academic year. Findings revealed complex patterns, with the type of DE course showing no significant direct effect on retention. However, factors such as prior academic achievement and socioeconomic status emerged as significant predictors of student success, highlighting the need for a more nuanced understanding of how developmental education influences retention.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2024.423

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