"Getting Prepared" fulfills the legislative mandate (Minnesota Statute 13.32, subdivisions 3 and 6) to provide summary information about Minnesota public high school graduates who enrolled in developmental courses at Minnesota postsecondary institutions (that offer developmental education coursework) within two years of high school…

Remedial and developmental courses and services at the University of North Carolina (UNC) are designed to address differences in pre-college preparation among our diverse student body. Often the instruction aims to address gaps in knowledge ("remediation") and provide students with the skills needed for continued learning and college…

This system summary highlights the high school graduates who attended a community or technical college in the year following graduation (Part A and B). Part C provides information on the students who delayed enrollment at the college for one or two years after high school graduation. Part D describes the expenditures for pre-college courses.…

Learning assistance meets the demands of rigorous college courses through highly varied activities and approaches. The historic role of learning assistance in the larger scope of U.S. higher education is significant though sometimes low profile. Learning assistance bridges access for a more diverse student body. From students' perspectives, it…

This report provides system-level summary highlights of pre-college course-taking behavior of high school graduates who attended a community or technical college in the year following graduation, and of those who delayed enrollment at the college for one or two years after high school graduation. The report contains information on these enrollment…

This paper contains an overview of policy decisions being made at the state and national levels about learning assistance activities in higher education and developmental education. The principles driving those decisions are also outlined. Some policymakers want to fine the high schools from which under prepared students have graduated; others…

This paper discusses current issues and trends in developmental education. The biggest trend is expected to be the concurrent development of learning strategies while students are enrolled in graduation-credit content courses. Separate developmental education courses will be mainstreamed into the traditional college course work in a variety of…

Drawing from the literature of the 1950s and more recently published articles from the 1980s, this essay attempts to analyze the extent to which the field of developmental education has changed and/or remained the same over the past 30 years. Comparisons are drawn with respect to the following: (1) the cognitive and affective scope of…

Reviews the history and current status of developmental education. Discusses three historical phases: Pre-Open Admissions, Equality and Access, and Accountability eras. Presents results from a national survey of developmental reading programs, focusing on faculty, students, curriculum, and program links. Suggests planning strategies for the…

The first of two articles presenting responses from six leaders in the field of developmental education (DE) to questions about the future of DE in the coming century. Topics addressed include the movement of DE from the four- to the two-year institutions, mainstreaming, credentialing, nontraditional students, learning assistance, and better…

Arthur M. Cohen responds to questions concerning the issue of excellence vs. access; the importance of the liberal arts as an enculturating device; cultural literacy; general education; strengthening of the associate in arts degree; the remedial function of community colleges; the evolution of developmental studies as a discipline; and outcomes…

Suggests that both general and developmental education focus on such preparatory skills as communicating effectively and thinking critically. Describes current approaches combining general and developmental education. Explains the mechanics of cross-over teaching between the two domains. (PAA)

Presents an action plan for the many developmental educators who have been enraged by the entry of private companies into the developmental education field. Asserts that developmental educators should combine the best that learning assistance has to offer with the best that the private companies have to offer, within a framework and language that…

Presents the responses of six of the leaders in developmental education to questions about the future of the field. Their responses point to three main trends: mainstreaming the developmental courses into college-level, graduation-credit programs; removal of developmental education from four-year institutions; and increased professionalism of…

As part of a statewide study of postsecondary remedial programs and services in California, site visits were conducted at seven community colleges, four state universities, and three campuses of the University of California (UC). Interviews with at least five administrators and faculty members at each campus solicited opinions and perceptions…