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Are two subjects better than one? The effects of developmental English courses on language minority and native English-speaking students’ community college outcomes

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  • Hodara, Michelle
  • Xu, Di

Abstract

Developmental reading and writing courses seek to provide underprepared college students with the academic literacy skills necessary to succeed in college-level coursework. Yet, little is known about the effects of these courses on students with different language backgrounds. This study uses administrative data from a large college system and a regression discontinuity design to identify the impact of two developmental English subjects, reading and writing, compared to one developmental English subject, writing, on the educational outcomes of native English-speaking and language minority community college students. Results suggest heterogeneous effects. Taking developmental reading and writing versus just writing coursework has no impact on the educational outcomes of native English-speaking students. However, there is a potential benefit of pairing developmental reading and writing together on language minority students’ persistence and college-level reading and writing skills, as measured by a standardized exam.

Suggested Citation

  • Hodara, Michelle & Xu, Di, 2018. "Are two subjects better than one? The effects of developmental English courses on language minority and native English-speaking students’ community college outcomes," Economics of Education Review, Elsevier, vol. 66(C), pages 1-13.
    • Handle: RePEc:eee:ecoedu:v:66:y:2018:i:c:p:1-13
    DOI: 10.1016/j.econedurev.2018.07.002
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    References listed on IDEAS

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    More about this item

    Keywords

    Educational economics; Community college; Developmental education; Regression discontinuity; Language and literacy development;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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