{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/90577"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/90577","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The reduction of remediation in the Illinois college and career readiness pilot project act","abstract":"This correlational study proposed to analyze outcomes of the Illinois College and Career Readiness (CCR) Program Act within six of seven participating community colleges. Data were collected from the Illinois Community College Board’s Annual Enrollment and Completion Report (A1), and the study’s framework relied on Weiss (1998) and the College and Career Readiness Pilot Project model (Taylor, Linick, Reese, Baber & Bragg, 2012). The study addressed four research questions to analyze the CCR program’s promise to reduce remediation for community college students. The study examined the outcomes of program participants after their matriculation to the community college into remedial courses compared to the overall population of students matriculating to the community college that enrolled in remedial courses. The study does not include those students who did not enroll in remediation upon matriculation, leaving out an important subset of CCR intervention participants. Racial/Ethnic, gender, low-income status, first generation status, aspirations (student intent upon matriculation), and academic readiness (ACT composite score) are controlled in both multiple regression and multiple hierarchical regression analysis to ascertain the marginal effect of the CCR program on remediation. In addition, the study included a subset of CCR program participants compared to non-CCR participants who had ACT Composite Scores to examine how differences in academic preparation for college related to CCR program outcomes. The study expanded upon several years of CCR program evaluations (see, for example, (Baber, Barrientos, Bragg, Castro & Khan, 2009; Bragg, Baber & Castro, 2011; Bragg, Baber, Cullen, Reese, & Linick, 2001; Khan, Baber, Bragg, Castro, Sanders & Common, 2009; Linick, Reese, Taylor, Bragg & Baber, 2012; Linick, Taylor, Reese, Bragg & Baber, 2012; Taylor, et al., 2012) that, though extensive, were unable to fully analyze the question of how CCR participants performed or how their performance compared to other community college entrants, due to data collection constraints. Ultimately, this study also added to a growing body of literature evaluating summer bridge programs as the most common approach to the CCR intervention was the summer bridge. As well, it added to a nascent but growing body of literature on educational outcomes that high school students demonstrate upon completion of remedial interventions. The results have implications for remedial reform policy within the specific institutions involved in the CCR intervention and less decisive but still suggestive implications for CCR policy in Illinois.","abstract_html":"This correlational study proposed to analyze outcomes of the Illinois College and Career Readiness (CCR) Program Act within six of seven participating community colleges. Data were collected from the Illinois Community College Board’s Annual Enrollment and Completion Report (A1), and the study’s framework relied on Weiss (1998) and the College and Career Readiness Pilot Project model (Taylor, Linick, Reese, Baber & Bragg, 2012). The study addressed four research questions to analyze the CCR program’s promise to reduce remediation for community college students. The study examined the outcomes of program participants after their matriculation to the community college into remedial courses compared to the overall population of students matriculating to the community college that enrolled in remedial courses. The study does not include those students who did not enroll in remediation upon matriculation, leaving out an important subset of CCR intervention participants. Racial/Ethnic, gender, low-income status, first generation status, aspirations (student intent upon matriculation), and academic readiness (ACT composite score) are controlled in both multiple regression and multiple hierarchical regression analysis to ascertain the marginal effect of the CCR program on remediation. In addition, the study included a subset of CCR program participants compared to non-CCR participants who had ACT Composite Scores to examine how differences in academic preparation for college related to CCR program outcomes. The study expanded upon several years of CCR program evaluations (see, for example, (Baber, Barrientos, Bragg, Castro & Khan, 2009; Bragg, Baber & Castro, 2011; Bragg, Baber, Cullen, Reese, & Linick, 2001; Khan, Baber, Bragg, Castro, Sanders & Common, 2009; Linick, Reese, Taylor, Bragg & Baber, 2012; Linick, Taylor, Reese, Bragg & Baber, 2012; Taylor, et al., 2012) that, though extensive, were unable to fully analyze the question of how CCR participants performed or how their performance compared to other community college entrants, due to data collection constraints. Ultimately, this study also added to a growing body of literature evaluating summer bridge programs as the most common approach to the CCR intervention was the summer bridge. As well, it added to a nascent but growing body of literature on educational outcomes that high school students demonstrate upon completion of remedial interventions. The results have implications for remedial reform policy within the specific institutions involved in the CCR intervention and less decisive but still suggestive implications for CCR policy in Illinois.","abstract_has_math":false,"creators":["Durham, Brian"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Bragg, Debra","Hackmann, Donald","Taylor, Jason","Baber, Lorenzo","Robinson-Cimpian, Joseph"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-07T19:54:16Z","date_published":"2016-07-07T19:54:16Z","updated_at":"2026-07-22T22:26:34Z","subjects":["remediation","developmental education","remedial","legislation","transition courses","summer bridges","high school interventions"],"languages":["en"],"rights":["Copyright 2016 Brian Durham"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/90577","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bragg, Debra","Hackmann, Donald","Taylor, Jason","Baber, Lorenzo","Robinson-Cimpian, Joseph"]},{"key":"dc:creator","label":"Author","values":["Durham, Brian"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-07-07T19:54:16Z","2016-04-21","2016-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["remediation","developmental education","remedial","legislation","transition courses","summer bridges","high school interventions"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Brian Durham"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/90577"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This correlational study proposed to analyze outcomes of the Illinois College and Career Readiness (CCR) Program Act within six of seven participating community colleges. Data were collected from the Illinois Community College Board’s Annual Enrollment and Completion Report (A1), and the study’s framework relied on Weiss (1998) and the College and Career Readiness Pilot Project model (Taylor, Linick, Reese, Baber & Bragg, 2012). The study addressed four research questions to analyze the CCR program’s promise to reduce remediation for community college students. The study examined the outcomes of program participants after their matriculation to the community college into remedial courses compared to the overall population of students matriculating to the community college that enrolled in remedial courses. The study does not include those students who did not enroll in remediation upon matriculation, leaving out an important subset of CCR intervention participants. Racial/Ethnic, gender, low-income status, first generation status, aspirations (student intent upon matriculation), and academic readiness (ACT composite score) are controlled in both multiple regression and multiple hierarchical regression analysis to ascertain the marginal effect of the CCR program on remediation. In addition, the study included a subset of CCR program participants compared to non-CCR participants who had ACT Composite Scores to examine how differences in academic preparation for college related to CCR program outcomes. The study expanded upon several years of CCR program evaluations (see, for example, (Baber, Barrientos, Bragg, Castro & Khan, 2009; Bragg, Baber & Castro, 2011; Bragg, Baber, Cullen, Reese, & Linick, 2001; Khan, Baber, Bragg, Castro, Sanders & Common, 2009; Linick, Reese, Taylor, Bragg & Baber, 2012; Linick, Taylor, Reese, Bragg & Baber, 2012; Taylor, et al., 2012) that, though extensive, were unable to fully analyze the question of how CCR participants performed or how their performance compared to other community college entrants, due to data collection constraints. Ultimately, this study also added to a growing body of literature evaluating summer bridge programs as the most common approach to the CCR intervention was the summer bridge. As well, it added to a nascent but growing body of literature on educational outcomes that high school students demonstrate upon completion of remedial interventions. The results have implications for remedial reform policy within the specific institutions involved in the CCR intervention and less decisive but still suggestive implications for CCR policy in Illinois.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-07-07 without embargo terms","The student, Brian Durham, accepted the attached license on 2016-04-19 at 11:38.","The student, Brian Durham, submitted this Dissertation for approval on 2016-04-19 at 11:46.","This Dissertation was approved for publication on 2016-04-21 at 16:24.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9335 on 2016-07-07 at 13:31:28","Made available in DSpace on 2016-07-07T19:54:16Z (GMT). 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Racial/Ethnic, gender, low-income status, first generation status, aspirations (student intent upon matriculation), and academic readiness (ACT composite score) are controlled in both multiple regression and multiple hierarchical regression analysis to ascertain the marginal effect of the CCR program on remediation. In addition, the study included a subset of CCR program participants compared to non-CCR participants who had ACT Composite Scores to examine how differences in academic preparation for college related to CCR program outcomes. The study expanded upon several years of CCR program evaluations (see, for example, (Baber, Barrientos, Bragg, Castro & Khan, 2009; Bragg, Baber & Castro, 2011; Bragg, Baber, Cullen, Reese, & Linick, 2001; Khan, Baber, Bragg, Castro, Sanders & Common, 2009; Linick, Reese, Taylor, Bragg & Baber, 2012; Linick, Taylor, Reese, Bragg & Baber, 2012; Taylor, et al., 2012) that, though extensive, were unable to fully analyze the question of how CCR participants performed or how their performance compared to other community college entrants, due to data collection constraints. Ultimately, this study also added to a growing body of literature evaluating summer bridge programs as the most common approach to the CCR intervention was the summer bridge. As well, it added to a nascent but growing body of literature on educational outcomes that high school students demonstrate upon completion of remedial interventions. The results have implications for remedial reform policy within the specific institutions involved in the CCR intervention and less decisive but still suggestive implications for CCR policy in Illinois.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-07-07 without embargo terms","The student, Brian Durham, accepted the attached license on 2016-04-19 at 11:38.","The student, Brian Durham, submitted this Dissertation for approval on 2016-04-19 at 11:46.","This Dissertation was approved for publication on 2016-04-21 at 16:24.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9335 on 2016-07-07 at 13:31:28","Made available in DSpace on 2016-07-07T19:54:16Z (GMT). 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