Are two subjects better than one? The effects of developmental English courses on language minority and native English-speaking students’ community college outcomes

Abstract

Developmental reading and writing courses seek to provide underprepared college students with the academic literacy skills necessary to succeed in college-level coursework. Yet, little is known about the effects of these courses on students with different language backgrounds. This study uses administrative data from a large college system and a regression discontinuity design to identify the impact of two developmental English subjects, reading and writing, compared to one developmental English subject, writing, on the educational outcomes of native English-speaking and language minority community college students. Results suggest heterogeneous effects. Taking developmental reading and writing versus just writing coursework has no impact on the educational outcomes of native English-speaking students. However, there is a potential benefit of pairing developmental reading and writing together on language minority students’ persistence and college-level reading and writing skills, as measured by a standardized exam.