Feeling Supported: Curricular Learning Communities for Basic Skills Courses and Students Who Speak English as a Second Language

Abstract

This study examined the relationship between enrollment in learning communities and students’ self-reported learning outcomes at 13 community colleges. Students included in the analysis were enrolled in either (a) learning communities that included at least one developmental class or (b) stand-alone developmental courses. Comparisons were made between the perceived learning outcomes for students whose first language was not English and for native English speakers. Results suggest that learning community participation had a positive effect on students’ perceptions of their learning outcomes. Results also showed that for both native- and non-native-English-speaking students, feeling supported by the institution was the greatest predictor of increased self-reported learning outcomes.