Using data from economics and history courses taught across multiple semesters, the authors show that a triweekly meeting frequency improves student performance relative to a biweekly meeting frequency. There is evidence that this effect operates through two channels. First, there is an indirect effect that operates through attendance. While…

This paper explores the issue of whether assimilation time has any bearing on the performance of students. Assimilation time is defined as the number of times during the week that a class meets. This study examined whether students would perform better in a 50-minute class that met three days a week versus a 75-minute class that met just two days…

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" investigates the number of attempts it takes students to complete all developmental education courses to which they are referred. Subsequent gateway course completion and overall persistence are also examined. Three-year outcomes were analyzed and…

A study indicates that spending less than nine weeks of instructional time on a death education unit does not change students' attitudes. College students were given three-, six-, or nine-week sessions on death education. Only students in the longest session displayed any change in death attitudes. (Author/PP)

Education majors (n=61) took General Special Education Programming in various concentrated time formats. Those in 2- and 3-week formats made greater gains than those in 5- and 15-week formats, and all indicated that they learned as much or more as in regular-format teacher education courses. (SLD)

Proposals for three-year college degrees would affect African American students by making larger enrollments possible, but the negatives would outweigh the positives. Black students would be less likely than others to take advantage of the situation and costs would probably rise on a per-semester basis. (SLD)

Analysis of transcripts and survey responses of undergraduate students in one university identified three types of student extenders (full-time students taking longer than normal to complete a degree), determined by financial need, grade-consciousness, and special situations. Characteristics of these groups are compared with those posited by…