Why Is ALP So Successful?

Twelve Hypotheses

In order to understand what it is about ALP that produces such dramatically improved results, we have developed twelve hypotheses. Future research will aim to determine which of these make the greatest contribution to the success of ALP.

1. Placing students into ENG 101 increases student confidence.

2. Being allowed to register for ENG 101 reduces the negative attitude caused by not receiving credit for the developmental course.

3. Being integrated into college-level ENG 101 increases students' attachment to the college.

4. Taking ENG 101 and the companion course in a cohort of 8 students and the same instructor creates bonds among the students and between the students and the instructor.

5. Taking college-level ENG 101 exposes developmental students to student role models who are strong writers.

6. Students experience their instructors more as “coaches” whose primarily role is to help them succeed than as “judges” who stand in the way of their succeeding.

7. Students in ALP receive increased individual attention.

8. Instruction in grammar, punctuation is more effective in the small ALP sections.

9. ALP decreases student classroom behaviors that impede success.

10. Students receive assistance with such non-academic problems as financial, medical, family, legal, transportation, or difficulties at work and, therefore, are less likely to drop out during the semester.

11. Students in ALP are more motivated to learn grammar, punctuation, and usage.

12. The ENG 101 class provides a context which helps the students to see what they are learning in ENG 052 as useful.