States that faculty often attribute developmental students' academic difficulties to poor motivation. Investigates motivational differences between 60 developmental students and 74 regular-admission students enrolled in either a community college or a residential university. Results of t-test on motivational levels measured by the self-report…

Argues that many developmental students succeed in college regardless of their basic academic ability and high school records. Presents data that suggest that, as a predictor of academic success over time, conscientiousness combined with metacognitive study skills is superior to ACT test performance. Suggests that proper developmental learning…

Reports on the first phase of a two-year pilot study of a university-level mathematics requirement that accommodates the needs of developmental students. Finds that the 84% pass rate for this new class format is substantially higher than the 43% pass rate for traditional developmental mathematics courses offered during the same semester. (Contains…

Speculates on the causes of attrition in developmental-education classes, stating that two factors influencing it are how well a student identifies with his or her institution and the quality of faculty-student interaction. Asserts that institutions must be aware of the cultural histories and socialization experiences students bring with them, and…

Asserts that the teaching profession needs to recognize the natural connections between multicultural and developmental education. Presents eight steps developmental educators can take to promote pluralism, including (1) establishing a clear link between cultural pluralism and institutional and programmatic mission and goals; (2) striving for…