Double Jeopardy: Testing the Effects of Multiple Basic Skill Deficiencies on Successful Remediation |
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Authors: | Peter Riley Bahr |
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Institution: | (1) Department of Sociology, Wayne State University, Detroit, MI 48202, USA |
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Abstract: | Prior research has established that the depth and breadth of remedial need in basic skills (math and English) exhibited by
a student at college entry are strongly and negatively associated with the likelihood of achieving college-level competency
in those subjects (i.e., successful remediation). This well-documented finding is built upon a body of work employing either
simple bivariate analyses or regression analyses that assume additive effects. Yet, there are reasons to suspect that multiple
basic skill deficiencies, rather than exhibiting additive effects alone, may exhibit a negative multiplicative interaction
effect on the likelihood of successful remediation. In this research, I test the hypothesis that the negative effect of math
deficiency increases in magnitude with decreasing English competency. Although the data support this hypothesis, I find that
this interaction does not have substantive importance in the face of the powerful direct effect of math deficiency on the
likelihood of successful remediation in math.
Direct all correspondence to the author at the Department of Sociology, Wayne State University, Detroit, Michigan, 48202 (peter.bahr@wayne.edu).
I am indebted to Tim Brown, Willard Hom, Myrna Huffman, Tom Nobert, Mary Kay Patton, and Patrick Perry of the Chancellor’s
Office of California Community Colleges for their assistance with the data employed in this study, and to Dr. John C. Smart
and the anonymous referees of Research in Higher Education for their recommendations concerning improving this work. |
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Keywords: | remediation remedial education developmental education basic skills mathematics English community college |
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