An analysis of academic outcomes among students placed in Developmental Studies courses at Tennessee State University
Abstract
The purpose of the study was to analyze the outcomes of students who were placed in developmental studies courses at Tennessee State University. Student outcomes were evaluated in order to determine to what extent placement in the Developmental Studies courses might have impacted their level of academic achievement and retention. The student declaring a major within two years of enrollment in the Developmental Studies program, graduation within five years, and having a cumulative GPA of at least 2.75 assessed academic achievement. Student retention referred to continuous enrollment of currently enrolled students and those who have graduated. The sample for this study consisted of a total number of 3986 students who were enrolled in Developmental Studies courses and entered as first-time freshman at Tennessee State University during the period of 1997–2001. The instrument that was used for this study was the records of Developmental Studies students with the following information: High School G.P.A., majors, ACT scores, areas of deficiencies, college GPA and graduation dates. The findings revealed that more females are enrolled in Developmental studies courses at Tennessee State University— sixty-three percent females as compared to thirty-seven percent males. African American students made up ninety-two percent, seven percent were Caucasian students, and one percent ‘other’ students. The study also found that 81.4% of the students were deficient in English and Mathematics combined.
Subject Area
School administration|Higher education
Recommended Citation
Allyson Faye Fleming,
"An analysis of academic outcomes among students placed in Developmental Studies courses at Tennessee State University"
(2004).
ETD Collection for Tennessee State University.
Paper AAI3127546.
https://digitalscholarship.tnstate.edu/dissertations/AAI3127546