Keith HillFollow




School of Education


Doctor of Education (EdD)


Vance Pickard


Academic Support Services, Community College, Developmental Education, Tutoring Support


Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Education Economics


A nonexperimental, causal-comparative (ex post facto) research design was used in this study to examine the effectiveness and value of a College Success Skills course for students who tested into three developmental courses at the community college. The discussion and debate as to the efficacy of developmental education at community colleges has been continuing for decades. In many states, legislators seem to be prioritizing the issue of developmental education and the cost involved, both in time and money to students and taxpayers. The issue is complex as students arrive at community colleges with a wide variance in basic academic skills as most community colleges have open enrollment policies that permit all students to enroll in classes regardless of high school grade point averages or test scores. Although most students in community colleges graduated from high school, many also either earned a General Equivalency Degree (GED) or dropped out of high school. Adding to the challenges for these students is the fact that many students at community colleges receive full Pell Grant financial aid, which is approved only if income is at or near the poverty level. Many students have limited financial resources and struggle in the areas of suitable transportation, childcare, and daily living expenses. In addition to focused effort needed to overcome academic deficiencies in basic skills, many students have other distractions that usurp their time and energy. With this in mind, it is important that community colleges work with legislators to identify the strategies and policies needed to improve the outcomes for all students testing into developmental courses.