| Research has consistently shown that community college students lack the necessary skills to achieve successful academic performance and are highly likely to drop out of their studies prior to degree attainment. Community colleges have introduced developmental courses to prepare students for their transition into college-level courses. Nevertheless, research investigating the effect of developmental courses is still sparse and has presented mixed results so far. An alternative strategy that has been proposed is the placement of certain students with developmental needs to college-level courses, based on specific psychological traits that render them capable of handling the advanced requirements of these courses. However, relevant research is also limited with regard to that strategy. The researcher explored the effect of eligibility to accelerate into college-level writing courses and academic performance on student retention. Data from 231 first-year public community college students were analyzed. Results revealed that eligibility to accelerate into college-level writing courses has a negative influence on academic outcomes. Particularly, it was shown that eligibility for acceleration is related to higher attrition rates and lower academic performance. Findings also consistently displayed that successful academic performance is related to increased retention rates. Due to the presence of certain limitations, conclusions were drawn carefully. The researcher argues that professionals in the educational field should take into serious consideration both the academic and psychosocial needs of community college students and design interventions that are specifically tailored to the unique features of these students. Finally, future recommendations were proposed, and certain final remarks were made. |
