Delta Education Journal

The purpose of this study was to identify selected variables for predicting the successful completion for students enrolled in an English developmental course at a rural university in the southeastern United States. It is estimated that 80% of high school students are not prepared for college level courses. While most studies focus on community college developmental courses, this study focuses on developmental English courses and university students. Descriptive statistics and correlational analysis were used to investigate the relationship of selected variables on students’ successful completion of a developmental English course. David Spence, President of the Southern Regional Education Board, recently stated that a “...recent study showed that as many as four out of five college freshmen are not ready for college” (SREB, 2006). The lack of preparation for college bound students was recognized early in the 1800’s by Ezra Cornell, the founder of Cornell University (Brier, 1984). As time progressed, more students from more diverse backgrounds gained access to post-secondary institutions. By the early 1900’s, it became clear that many students needed additional offerings in order for them to succeed in the post-secondary environment; these offerings were known as “remedial” courses (Parr, 1930). Some institutions began hiring full-time instructors to teach these students in need of additional skills (Wyatt, 1992). Over the past one hundred years, the “remedial” courses have evolved into “developmental” courses. In the early 2000s, the majority of post-secondary institutions had well-established developmental programs that assisted students in their cognitive and affective growth. Unlike remedial courses that solely focus on content, these developmental courses are based on a comprehensive process of the learner’s intellectual growth that helps bridge the gap between secondary and post-secondary institutions (NADE Executive Board, 1998). The growth of institutions offering developmental courses has exploded within the last few decades. Developmental courses are now offered in 80% of public 4-year