The Impact of Learning Communities on the Transition From Remedial to College-Level Math and English: Outcomes From a Two-Year Asian American Native American Pacific Islander-Serving Institution (AANAPISI)

• In Event: Roundtable Session 20
  In Roundtable Session: Learning Environments: Collaboration and Living-Learning Communities

Abstract

Over half of all students who enroll in community college are in need of remediation (Bailey, Jeong, & Cho, 2010). Students who take at least one remedial course in community college are less likely to transfer and earn a degree (Bailey, 2009). This study examines the impact of a federally-funded learning community (LC) on the educational outcomes of Asian American and Pacific Islander (AAPI) students in developmental education. A value-added framework guided the use of propensity score matching techniques to attempt to isolate the added value of participating in this LC. Results show students in the LC were more likely to transition from developmental to college-level English and earn associate degrees than comparable students not in a LC.

Authors

• Bach Mai Dolly Nguyen, University of California - Los Angeles

• Cynthia Maribel Alcantar, University of California - Los Angeles

• Margary Martin, Brown University

• Jossie Munoz, New York University

• Robert T. Teranishi, University of California - Los Angeles