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

Edgecombe, Nicole Diane; Jaggars, Shanna; Xu, Di; Barragan, Melissa

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.


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More About This Work

Academic Units
Community College Research Center
Community College Research Center, Teachers College, Columbia University
CCRC Working Papers, 71
Published Here
June 27, 2014