financial problems changes at work legal problems car trouble abusive situation at home medical problems eviction problems with children laid off life happens student becomes discouraged student becomes depressed student feels isolated student loses confidence stress becomes unbearable student wasn’t prepared for college-level work affective issues Why Do Students Drop Out?

Co-Requisite Models Students take their developmental work concurrently with credit-level composition.  as tutoring  as one credit  as lab  as concurrent course  as studio  as supplemental instruction Basic Principle:

Credit-Level Comp ALP ALP Developmental

passed ENG % did not pass ENG % results for students who took ALP in fall 07, spring 08, and fall 08 as of June 2010 took ENG 052 Fa07-Fa took ENG % took no more writing courses % results for students who took traditional developmental writing in fall 07, spring 08, and fall 08 as of June 2010 passed ENG % didn’t pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses 0 0%

took ENG % took no more writing courses % passed ENG % did not pass ENG % results for students who took ALP in fall 07, spring 08, and fall 08 as of June 2010 took ENG 052 Fa07-Fa passed ENG % didn’t pass ENG % results for students who took traditional developmental writing in fall 07, spring 08, and fall 08 as of June 2010 passed ENG % didn’t pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses 0 0% passed ENG % didn’t pass ENG %

20% 5% 15% Longitudinal Studies: Credits Earned after One Year and After Two Years 25% 10% traditional dev writing ALP 24% n=120 24% n=120 11% n= or more credits30 or more credits after one yearafter two years 24% n=56 24% n=56 12% n=414 ALP The Accelerated Learning Project cohort from fall 07 and fall 08