Pathways and Persistence: Basic Skills Students at One Washington State Community College

Abstract

Pressures to increase accountability in basic skills education have encouraged policy makers and postsecondary institutions to focus on student achievement. Using the Washington State Student Achievement Initiative Database and two consecutive years of data, this study examines the academic progress of basic skills students at one community college over the course of a year. Overall, one program, I-BEST short-term education and training leading to a certificate or further education or training, was the most successful route to earning college credit. However, other basic skills students frequently earned college credit that could lead to degrees and transferable credits. Many students in all basic skills programs made no measured academic skill gains. Demographic differences suggest that self-selection bias must be considered in drawing conclusions from the course-taking patterns. These findings indicate more attention should be paid not only to college credits earned but to enrollment as well.