New Approaches to Developmental Education Pathways: Integrating Reading and Writing Remediation

• In Event: 14.024 - Language, Reading, and Writing

Abstract

Integrated reading and writing has been proposed as an accelerated pathway through remediation for underprepared college students. This paper conducts an empirical analysis of the effects of integrated reading and writing implementation. Using administrative data, we connect student placement into integrated and separated pathways to a range of outcomes. Data were sufficient to provide controls for demographics and aptitude through entrance examinations. Integrated courses have positive effects (10-12\% greater likelihood) on student's advancement into college level courses, and positive effects on performance in such courses (7-9\% greater likelihood). While the effects were strongest on reading and writing fields, positive spillover effects are observed in mathematics. We also find positive effects on persistence in enrollment up to 3 semesters later.

Authors

• Russell Gerber, The University of Texas

• Trey Miller, RAND Corporation

• Federick Ngo, University of Nevada - Las Vegas

• Shana Michele Shaw, Texas Center for Educator Effectiveness

• Lindsay Daughtery, RAND Corporation