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Accelerating the Integrated Instruction of Developmental Reading and Writing at Chabot College

By Nikki Edgecombe, Shanna Smith Jaggars, Di Xu & Melissa Barragan
This paper uses qualitative and quantitative data to compare the outcomes of students at Chabot College who participated in an accelerated, one-semester developmental English course and their peers who participated in a two-semester sequence. The sample included first-time students who entered college between summer 1999 and fall 2010; students were tracked for up to five years. Propensity score matching and regression analyses show that participation in the accelerated course was positively associated with a range of positive short-, medium-, and long-term outcomes, including entry-level college English completion, credit accumulation, grade point average, transfer to a four-year institution, and certificate and degree attainment. To better understand the quantitative findings, the authors draw on data from interviews with faculty, administrators, and staff; student focus groups; and classroom observations. The authors posit that the benefits of an accelerated course structure are amplified at Chabot College by a developmental English curriculum that is well aligned with college-level English and that develops critical academic literacy skills. Note: A corrected version of this paper was posted in October 2014. As originally posted, the sample size for five-year outcomes was misstated on pp. 30 and 32.
Download CCRC Working Paper No. 71
May 2014
  • Accelerated Developmental Education Models

Related Publications

August 2017

From “Additive” to “Integrative”: Experiences of Faculty Teaching Developmental Integrated Reading and Writing Courses

October 2014

Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications

March 2014

Designing Meaningful Developmental Reform

Additional Resources

For more policy briefs and fact sheets, visit CCRC’s Policy Resources page.

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