Why Are Success Rates So Low and Attrition Rates So High

in Traditional Developmental Writing

Ten Hypotheses

To design a developmental writing program that would result in higher success rates and lower attrition rates, we developed the following hypotheses about why so many students placed in developmental writing courses never pass English 101. We then set out to design a mainstreaming program that minimized the effect of these factors.

During academic year 2008-2009, we will attempt to determine, through students surveys, focus groups, and faculty reports, which of these hypotheses can be shown by data to affect students success and attrition rates.

1. Being told they cannot take a college-level writing course reduces their confidence in their writing abilities and their likelihood of being successful in college.
 

2. The fact that traditional developmental writing courses do not award credit creates a strongly negative attitude toward those classes that can interfere with many students’ performance.
 

3. Being segregated in traditional developmental courses and barred from taking college-level courses reduces their attachment to the college.
 

4. Being segregated in traditional developmental courses precludes their being exposed to student role models who are strong writers.
 

5. The experience of traditional developmental writing courses does not encourage the formation of bonds among the students placed in them or between students and their instructor.
 

6. Students in traditional developmental writing courses tend to feel their instructors are more “judges” who stand in the way of their succeeding rather than “coaches” whose primarily role is to help them succeed.
 

7. Students in traditional developmental writing courses receive little individual attention.
 

8. Instruction in grammar, punctuation, and usage in traditional developmental writing courses is not generally effective.
 

9. Many students in traditional developmental writing courses exhibit behaviors that contribute to their lack of success. Such behaviors include frequent absence or lateness, not bringing required materials to class, not completing assignments on time, lack of participation in class, not asking questions when something is not understood, and performing inappropriate activities such as text messaging during class time. These students often have the attitude that it is not “cool” to be interested in school.
 

10. Non-academic problems make it difficult for many students in traditional developmental writing classes to succeed. These problems can be financial, medical, family, legal, transportation, or difficulties at work.