Online education has increased access to higher education for many populations of students. One group of students that has grown in this area are nontraditional students. A sub-population of this group that is absent from the research are nontraditional students of color. Using the conceptual frameworks of Adult Learning Theory and…

This article explores how dialogue journals can lead to a transformative learning experience. Adult Latino students enrolled in a community college developmental reading class agree to speak truth to power through this critical writing process. Using Mezirow's (2002) transformational learning theory, Brookfield's (2000) concepts on teaching for…

Though developmental education has long been part of American post-secondary education, reliable evidence of its benefits, especially for ethnic minorities in reading, is lacking (Swail, Cabrera, Lee, & Williams, 2005). Developmental education has costs, however, in added tuition, time-to-completion, and discouragement (Bailey, 2009). Since…

The present study investigated developmental mathematics students' efficacy beliefs for motivational, self-regulated learning, resource management, and cognitive strategies and which of these beliefs most differentiated European American, African American and Hispanic students in terms of their mathematics achievement. The diverse sample consisted…

This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social…

This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social…

The purpose of this study is to examine the learning that occurs in Latina students who enroll in learning communities designed for underprepared community college students. The research question guiding this study is: What are the experiences of Latina students enrolled in developmental learning community courses which have the greatest impact on…

This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated primarily among 4-year college students. While the constructs have been well-established, the relationships of those relevant factors…

Using data from Achieving the Dream: Community Colleges Count, this issue examines the differing developmental needs and enrollment and persistence patterns of Achieving the Dream students by gender, with a focus on male students of color. The data show females in Achieving the Dream colleges, regardless of race, were less likely than males to…

The current research was conducted to investigate the validity of automated essay scoring (AES) by comparing group mean scores assigned by an AES tool, IntelliMetric [TM] and human raters. Data collection included administering the Texas version of the WriterPlacer "Plus" test and obtaining scores assigned by IntelliMetric [TM] and by…

The Houston Community College (HCC) 2011-2012 Fact Book provides statistical information about the college district. It is important for the reader to be aware that data presented in this publication may differ slightly from statistics found in other district reports. Such variances may result from differences methodology including the source of…

Using data from Achieving the Dream: Community Colleges Count, this issue examines the percentages and numbers of students who attempted and completed both developmental and college-level math. The analysis reveals that a large portion of students either do not attempt or do not complete developmental math coursework. Furthermore, the data show…

Using data from Achieving the Dream: Community Colleges Count, this Data Note's issue examines developmental math referrals, attempts and completions from the 2002 Achieving the Dream student cohort over two academic years, fall 2002 through spring 2004. Although approximately half of the students who were referred to developmental math completed…

Using data from Achieving the Dream: Community Colleges Count, this issue looks at student's developmental education needs and outcomes by race and ethnicity. The data indicate that the depth of students' developmental needs varies by race and ethnicity - and that the depth of developmental needs is related to success. Colleges, therefore, would…

Using data from Achieving the Dream: Community College Count, this issue of Data Notes compares students in the 2002 Achieving the Dream cohort in terms of achievement and persistence over three academic years based on Pell Grant receipt. The results reveal a complicated relationship between Pell Grant receipt and measures of student success.…