Course-Level Evaluation of an 8-Week Calendar Implementation at a Two-Year College

Abstract

ABSTRACT A Midwestern 2-year college undertook a course-level analysis of student success in courses (N = 197) two years after transitioning to an 8-week calendar. Statistical comparisons were made between course success in 16-week delivery in 2019/2020 and 8-week delivery in 2021, 2022 and where available Fall 2023. Overall success in courses changing from 16- to 8-weeks improved significantly for all students regardless of gender, race/ethnicity (Asian, Black, Hispanic, White) or age (±25). Gaps in achievement between groups either completely disappeared (age, gender) or notably declined (Black and Hispanic vs White). Individual courses were classified according to those where student success significantly improved under the 8-week calendar (15.2%), potentially but not significantly improved (9.1%), experienced no change (66.5%), potentially declined (4.6%) or significantly declined (4.6%). Implications for evaluation procedures as well as findings of relevance to colleges considering implementing an 8-week calendar.