THE ACADEMIC PERFORMANCE AND PERSISTENCE PATTERN OF A SELECT GROUP OF DEVELOPMENTAL STUDENTS AT HARRISBURG AREA COMMUNITY COLLEGE

This case study analyzes and describes the academic performance and persistence pattern of a select group of 164 developmental students who matriculated at Harrisburg Area Community College in the academic years 1977/78, 1978/79 and 1979/80. The study provides: (1) a profile of the student population; (2) a description of their academic performance; (3) a comparison of those students who successfully completed the developmental courses and those who did not; (4) a description of their persistence; (5) the results of a Student Questionnaire; and (6) the results of personal interviews. Criteria of academic performance include grade point average, total credits earned, success in sequential courses, and receipt of a degree. Persistence is measured by the number of semesters completed by the students subsequent to the semester of matriculation, withdrawals, academic suspensions, and financial holds. Data were analyzed using frequencies and percentages. The results of the study show that generally these students are not successful in completing the developmental courses. Of those who do complete the developmental sequence, few complete college-level mathematics and English courses. Of the students who completed the developmental courses, 58.7 percent needed three or four semesters to do so. There was no difference in reading grade level at time of matriculation between students who completed the developmental courses and those who did not. First semester grade point average seemed to be an indicator of success in completing the developmental courses and was positively related to the persistence of the students. Of the students who left the College, 49.4 percent left by the end of the first year and 70.7 percent left by the end of the third semester. The College policies of academic suspension and financial hold impinged upon the students\u27 decision to persist. These students were not academically successful. They had a pattern of low grade point averages, suspensions, failing grades and repeated courses. This study provides (1) information for faculty and administrators of the Harrisburg Area Community College who are currently planning a change in the administrative and educational structure of the developmental program; (2) the College with a data base for further research; and (3) information for educators who are interested in the outcomes of developmental education