Developmental Reading, Achievement And Persistence Of African American Community College Students

This ex post facto study was used to compare community college transcripts of African American students who participated in a developmental reading course at a multi-campus, urban community college and those who declined to participate in the developmental reading program.
The study examined 513 records to determine if participation in a developmental reading course in a community college improved achievement and persistence for African American college students.
Results discuss the positive relationship of overall and third semester achievement to enrollment in a developmental reading course as shown in the student QPA.
Neither enrollment in a developmental reading course nor reading level was related to persistence as measured by the number of semesters enrolled in college.