| This study examined academic, financial, and social consequences students face as a result of testing into developmental education and being referred to remedial education tracks. Students offered first person accounts of testing into developmental education and academic, financial, and social consequences they faced because of their experience. Obtaining necessary skills and knowledge may enable college-bound students to avoid testing into developmental education courses. Testing into developmental education courses often causes students to suffer numerous consequences. Taking more time to complete their educational degree track is often a consequence of testing into developmental education courses. Students may need additional support programs when they are referred to remedial education tracks. Accordingly, the attribution and knowledge gap theories explain how certain gaps or lack of knowledge may attribute to a students' lower achievement level, such as testing into developmental courses. Additionally, the theories also identified internal and external contributors for students testing into developmental education programs. The results of this study concluded that various factors contribute to students' testing into remedial courses. Many of the factors that students face because of testing into developmental education fall outside of academic, financial, and social consequences. The students identified internal factors, such as procrastination, and external factors, such as poor teaching by instructors. Although testing into remediation can cause students to spend more time and money in college, the participants viewed it as a positive way to achieve the skills they need for college-level work and eventual degree attainment. |
