Across the U.S., an estimated 60% of incoming community college students require developmental courses to be ready for college-level work, according to estimates by experts. As these courses act as a gateway to further studies, those who fail are most often lost to higher education: Less than a quarter will earn a degree or certificate within…

Over one-third of all college mathematics enrollments are in courses considered to be developmental. While such courses have been the subject of a large body of research, one question that seems not to have been studied empirically is the alignment of the content of developmental and college level mathematics courses. This paper gives the results…

This report, issued by the Connecticut Department of Higher Education, reports on trends in higher education for the year 2011. Six goals are presented, each with at least two indicators. Each indicator is broken down into the following subsections: About This Indicator; Highlights; and In the Future. Most indicators also include statistical…

This report summarizes key findings from the literature on effective developmental education practice. It is designed to promote discussion among community college educators and state agency staff in Connecticut as they consider how to improve outcomes for their many students who are academically unprepared to succeed in college. One common theme…

The final report of the Bridgeport Career Education Project covers the period from August 1, 1971 to August 31, 1974. The project has as its major goal the development of a comprehensive career education and development program beginning at the elementary level and continuing through high school. The initial phase of the project centered on…

During the 1974-75 school year, the major thrust of the second year of the exemplary project was the integration of career education into the curriculum at all levels of instruction. Career education was taught by the regular classroom teacher in all elementary grade schools. Detailed unit plans were developed and published as a guide for…

The second year of the city-wide K-12 Bristol (Connecticut) Career Education Project is evaluated in the final report. The third party evaluator utilized an evaluation strategy identified as Information Based Evaluation (IBE). Rather than focusing on program objectives as the sole criteria for evaluation, the design also uses a series of research…

The study unit is intended for use by teachers in an exemplary project in career education in Bridgeport, Connecticut for the school year 1973-1974. It consists of three complete units each for the kindergarten through grade 8 levels with five career clusters identified for grades 6, 7, and 8. The units for use at the kindergarten level focus on…

The methods used during 1975-76 in the career education program in Norwalk (Connecticut) were designed for each grade level--elementary, middle school, and high school. (The program began with a Federally funded pilot program in the spring of 1972 in three schools and has expanded, over a four and one-half year period, to a total program in all 25…