An investigation of school factors related to enrollment in remedial writing at postsecondary institutions in Montana

Abstract

Remedial postsecondary coursework, while ubiquitous, is a high cost means for students to become prepared to complete the rigors of postsecondary education. Remedial coursework represents a void in time of students' lives when they are neither true college students nor enrolled members of a high school class. The onus of preparing Montana students for successful transitions to postsecondary education is on the shoulders of the school systems from which they graduate. Ultimately, paving the way for successful postsecondary transitions involves a number of different variables. The key facets of student achievement are embodied within school leaders, teachers and students. In this study, enrollment data gathered from the Montana University System was analyzed and a significant relationship was established between the variables of student ethnicity and socioeconomic status with enrollment in remedial writing. 243 English teachers in the state of Montana responded to items on the Support For Professional Development Questionnaire. The responses from this questionnaire revealed a high level of positive perception for administrator support for professional development among Montana English teachers. Lastly, this study highlighted that high school English teachers who participate in the MUS professional development activities express a greater understanding of the expected writing requirements for postsecondary institutions as compared to high school English teachers who do not participate in the MUS professional development activities.