Does Classroom Composition Matter? College Classrooms as Moderators of Developmental Education Effectiveness

  title={Does Classroom Composition Matter? College Classrooms as Moderators of Developmental Education Effectiveness},
  author={Brian G. Moss and Ben Kelcey and Nancy Showers},
  journal={Community College Review},
  pages={201 - 220}
This study investigates how the impact of developmental education is moderated by classroom composition. Drawing on a regression discontinuity design, we used data from 3,429 community college students, nested within 223 classrooms, to explore the extent to which classroom and instructor characteristics moderated the effect of developmental English students’ performance in a successive, college-level English course. Our results suggest developmental English students’ college-level course… 

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