Responds to the argument that college standards must be made tougher to, in turn, force high schools to improve. Argues that tougher standards would result in the elimination of developmental education and discusses the value of developmental programs. Includes excerpts from papers written by the author's students refuting the argument. (AJL)

Describes the development of the Academic Literacy Questionnaire and its use with faculty at the University of Georgia to determine their demands of students and the academic literacy tasks used in instruction. Finds that faculty generally expected students to think critically and be self-motivated, independent learners. (19 citations) (AJL)