Argues for the academic performance and retention benefits of Supplemental Instruction (SI). Among other things, SI increases retention, increases final course grade averages, increases overall GPAs, improves thinking and study skills, and increases graduation rates. Compares a list of Chickering's 7 Principles to the practices of SI programs.…

Describes several models for the design, evaluation, and delivery of developmental programs, including the Expanded Individualized Prescriptive Instruction system (which includes placement, counseling, and intervention phases), and the Developmental Pyramid Model (which includes diagnosis, prescription, evaluation, and advising/tutoring). (DMM)

Argues that demandingness, responsiveness, and self-regulation could be used to organize, explain, and predict useful techniques for developmental education practitioners. Also contends that student self-regulation is developed in demanding and supportive environments. Stresses the need for a training initiative in developmental education.…

Discusses the importance of academic support services in ensuring the effectiveness of developmental programs. Describes the Learning Assistance Support System developed in Washington's community college system and Luzerne County Community College's Institute for Developmental Educational Activities. (DMM)

Analyzes factors internal to the tutor and tutee (i.e., cognition, metacognition, and affect) and external to them (e.g., teacher/tutor background knowledge, educational environment, content to be learned, socioeconomic status, family background, and cultural forces) that influence the tutoring process. Suggests a theoretical framework for…

College-bound students who score poorly on the American College Test (ACT) exam (16 or below) are usually required to take an examination that measures the ability to read and interpret college level material since this ability is a significant variable in the prediction of academic success. Many of these underprepared students need specific help…

Programs providing academic support services in colleges and universities and the evaluation of these services are reviewed. Attention is also directed to the need for opportunities in higher education for students with marginal high school academic records, and responses to the need by institutions of higher education. It is suggested that there…