Results of three studies conducted at Clayton Junior College, Georgia, concerning differences between traditional and nontraditional age students relative to academic success and persistence are discussed. In the first two studies discriminant analyses were used to determine the influence of age in relation to other entering characteristics on…

ACT's Educational Planning and Assessment System (EPAS[R]) is designed to guide and support schools, districts, and states in their efforts to improve students' readiness for life after high school. EPAS provides a longitudinal approach to educational and career planning, assessment, instructional support, and evaluation. EPAS components are…

To examine the effects of developmental and remedial course participation on student retention and academic performance, Sinclair Community College, in Ohio, undertook a study of outcomes after 3 years for the 1,798 first-time, degree or certificate students who enrolled in fall 1990. Students were grouped based on need for remedial coursework and…

Results of a 1983 evaluation of Pennsylvania's ACT 101 programs, which provide support services to educationally and economically disadvantaged college students, are presented. Attention focuses on: the achievement and persistence of this population of students in 1975, 1977, and 1979; the attitudes of currently enrolled students; the attitudes…

As a continuation of a study of the effects of mandatory student placement in communications courses at Oakton College, a follow-up study was conducted of students enrolled in Communications 051, a developmental course. The study sought to assess the patterns of behavior of students enrolling in developmental communications courses, completion…

This document reports on student outcomes in developmental English and mathematics courses at Germanna Community College (Virginia) for the academic period 1994-2000. The study addressed four main issues: (1) the proportion of students enrolled in developmental math and English courses; (2) the success rate for students in developmental courses;…

Each year, the Community College Survey of Student Engagement ("CCSSE") presents the results of its annual survey--and helps colleges use that information to improve student learning and persistence. "CCSSE" results give community colleges objective and relevant data about students' experiences at their colleges so they can better understand how…

Each year, the Community College Survey of Student Engagement ("CCSSE") presents the results of its annual survey--and helps colleges use that information to improve student learning and persistence. "CCSSE" results give community colleges objective and relevant data about students' experiences at their colleges so they can better understand how…

This Policy Brief takes a first look at a newly identified national population of GED holders, who are compared with their counterparts who received a high school diploma as well as with their counterparts who have no high school credential. The focus of these comparisons is on long-term postsecondary education outcomes. Because these…

This study examined the impacts of student gender, academic achievement (cumulative grade point average), familial influence, and academic aptitude/characteristics on intentional persistence at Grambling State University (Louisiana). The sample consisted of 219 students (188 developmental and 31 nondevelopmental) who had persisted beyond the…

A study investigated factors affecting participation, engagement, and retention of non-native English-speaking students (NNSs) in community college mainstream classes. The student sample included three classes in developmental English at a small western Massachusetts community college. Data were drawn from taped classroom observations and student…

The "Guided Studies" program at a comprehensive community college was evaluated. The program was designed to restrict student course enrollment until academic deficiencies could be erased through successful completion of courses in developmental education. The persistence rates and academic performance of students placed in the program…

An evaluation of the TRIO/Special Services program at the University of Minnesota, General College, is presented. Descriptions are provided of program operations, services offered, the program participants, and student eligibility. Program effectiveness is also assessed in terms of student outcomes, and individual program services are examined as…

The Asian Commanding English (CE) program at the General College, University of Minnesota, which provides coursework in reading, writing, and oral communication to students from Southeast Asia, is described. The program was selected as a model for the development of a retention package specifically directed to the Southeast Asian student…

A study of a summer bridge program's effects on low-income and minority groups students during their first year at the University of California, Los Angeles, found that such programs can facilitate transition and adjustment to university or college life and improve academic performance and persistence rates. (Author/MSE)