Faculty report stretch models are widely seen as effective for developmental writing and function best when the same instructor and student cohort persist across semesters¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Faculty reported that stretch models function best when they maintain the same instructor and student cohort across semesters. → Bracco 2019 q2 i? Stretch is widely seen as an effective model for developmental writing, allowing iterative practice through writing and revision over an extended period. → Bracco 2019 (2)

Evidence¶

Bracco 2019¶

Bracco, K. R., Schrager, C., Calisi, G., Gutierrez, P., Salciccioli, M., & Finkelstein, N. (2019). College-ready in the California State University system: Campus experiences implementing EO 1110. San Francisco, CA: WestEd. https://www.calstate.edu/eo/EO-1110.html

q2 · i? · qualitative · r?

Interview and focus-group findings from nine CSU campuses on stretch course implementation. Faculty perception, not a measured comparison: the report says "most faculty reported that these models function best" with a stable instructor-cohort pairing.

"most faculty reported that these models function best when they maintain the same instructor and student cohort across semesters"

Bracco 2019 (2)¶

Bracco, K. R., Schrager, C., Calisi, G., Gutierrez, P., Salciccioli, M., & Finkelstein, N. (2019). College-ready in the California State University system: Campus experiences implementing EO 1110. San Francisco, CA: WestEd. https://www.calstate.edu/eo/EO-1110.html

q2 · i? · qualitative · r?

Qualitative interview finding on WC stretch courses, seven of nine campuses having implemented them before EO 1110. This is faculty-reported perception of effectiveness; the report presents no student outcome data for stretch models.

"Faculty reported that stretch is widely seen as an effective model for developmental writing, allowing students to practice skills iteratively through writing and revision over an extended time period"

Discussion¶

Related Claims¶

• Second-semester stretch courses had higher completion rates than other course types for B4 across all placement categories and for A2 in Categories III and IV, but not Category II; corequisite and traditional course completion rates did not differ significantly — related
• First-semester outcomes strongly predicted second-semester A2 and B4 completion: students who completed first-semester stretch courses mostly completed the requirement, while most who failed an A2 or B4 course did not retake it — related
• Faculty contact relates to retention: part-time instruction lowers odds, interaction frequency raises intent to stay — related