Students entering Harrisburg Area Community College (H.A.C.C.), Pennsylvania, who are identified as being inadequately prepared for regular coursework are assigned to appropriate developmental courses, to prepare them for subsequent entry into the regular career or transfer curricula. A recent analysis of the program outlines such factors as…

The General Curriculum (GC) at Forest Park Community College in Illinois was designed as a one-semester initial-entry program for academically high-risk students. The full-time GC student was required to take a series of basic academic courses in reading, writing, and mathematics, a human potential seminar, a transfer course (Applied Accounting,…

The Developmental Studies Division of Thomas Nelson Community College provides developmental verbal and mathematics courses to enable inadequately prepared students to obtain the necessary knowledge and basic skills for entry into an associate degree program. A study was conducted to determine if those students who complete the objectives of the…

This report examines the College Discovery and Development Program, which seeks to identify underachieving disadvantaged high school students with college potential, to increase their academic motivation, to improve their scholastic achievement, to develop their acceptance of college study as a realistic expectation for themselves, and to…

This report examines the College Discovery and Development Program, which seeks (1) to identify underachieving disadvantaged high school students with college potential, (2) to increase their academic motivation, (3) to improve their scholastic achievement, (4) to develop their acceptance of college study as a realistic expectation for themselves,…

This final report evaluates California State University's (CSU) Summer Bridge and Intensive Learning Experience (ILE) programs, which are remedial/developmental programs providing basic skills instruction, orientation, and advisement to entering CSU students at risk of dropping out. The underlying objective of both programs is to increase the…

Reports on study of 20 classes of developmental studies mathematics at Middle Tennessee State University. The experimental group received mid-term grade reports, while the control group did not. The study found no significant difference between experimental group and control group between midterm and final grade report averages. Posttest scores…

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…

Examines five perceived inhibitors of successful performance in an intermediate algebra course: (1) non-native English speaking faculty; (2) teaching assistants versus adjunct faculty; (3) student performance in mathematics versus other courses; (4) relationship of student performance to performance in subsequent mathematics courses; and (5)…

Course placement systems in the first year of college include both an assessment component (to estimate students' probability of success in standard courses) and an instructional component (in which underprepared students are taught the skills and knowledge they need to succeed in the standard courses). The effectiveness of a placement system…

Using a developmental research model, this longitudinal study focused on the academic development throughout secondary education of participants in a Midwestern Upward Bound project. The study attempted to determine whether the participants collectively demonstrated significant gains in achievement as a direct result of involvement in Upward Bound…

The purpose of this study was to examine whether computer-assisted instruction integrated with lecture/discussion would improve student performance in developmental English when compared to a traditional lecture/discussion instructional method. A total of 180 community college students were enrolled in one of six sections of developmental English.…

Higher Horizons 100 (HH 100) is a compensatory program in the Hartford, Connecticut public schools designed to provide underachieving and undermotivated secondary school students with an integrated program of academic, cultural, and counseling services. HH 100 services were designed to develop and improve the basic skills of language and…

The Goal Center Plan at Donnelly College, Kansas City, which is designed to provide high-risk students, usually adults, with the basic skills, study habits, and attitudes to succeed in regular courses, is described. Based on placement tests, high-risk students are encouraged to take the following three-credit courses: essentials of English,…

This five-part report presents a statewide framework for assessing the impact of intersegmental programs designed to enhance student preparation for college, particularly those students who are historically underrepresented in postsecondary education. The first part of the report explains the origins of the study and the organization of the…