W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal…

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal…

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal…

This piece presents a theoretical exploration of the potential for the creation of policy that would inform the inclusion of arts and particularly theater courses in all community colleges. In April 2017, Fong et al. released a comprehensive meta-analysis that explored the relationship between psychosocial factors of self-perception and motivation…

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal…

This paper was written in 2018 by NCWD/Youth [National Collaborative on Workforce and Disability for Youth] to inform the development of the Guideposts for Success 2.0, an update to the original Guideposts for Success published in 2005. Since it was created in 2005, the Guideposts for Success has become nationally recognized as a valuable…

This document addresses the needs of students that enter community colleges unprepared at entry postsecondary coursework and therefore require remedial, basic skills, and/or developmental education programs. The major student groups served by developmental programs are recent high school graduates, returning adults, high school dropouts,…

Reviews Peterson's 1979 study of the current and preferred ranking of 20 educational goals at 18 community colleges. In response to their low ranking, explains how community services are linked to three more highly rated goals: college community, personal development, and developmental/remedial education. (DML)

This study examined whether family history of reading disability influences the efficacy of reading remediation. A retrospective review of children's performance in a reading remediation program was carried out along with parental interviews for 102 families. Significant improvements were found in the areas of nonword decoding, phonological…

THE RELATIONSHIP BETWEEN A CHILD'S SOCIAL ENVIRONMENTS AND HIS DEVELOPMENT WAS STUDIED. A MAIN AREA OF CONCERN WAS CULTURAL DISADVANTAGE AMONG CHILDREN FROM LOWER SOCIOECONOMIC BACKGROUNDS. THESE CHILDREN NOT ONLY FELL BEHIND IN BASIC SCHOLASTIC GROWTH, BUT ALSO RESPONDED MINIMALLY TO THE FUNCTION OF THE SCHOOL. THE BASIC PHILOSPHY OF THE…

This PROJECT DESIGN report, funded under ESEA Title III, assesses the special learner needs of Negro students and adults. Interviews were conducted with Negro residents of West Fresno as to the educational needs of the Negro population. The interviews focused on the day-to-day operation of the school system in relation to the following societal…

The developmental writing program at Northern Virginia Community College, Manassas Campus, deals with three concerns common to developmental writing teachers at two-year colleges. First, since most developmental writing teachers are unable to empathize with, or understand, their students, the Manassas program begins with exercises which acquaint…

This report presents a final evaluation of the Chapter 1, Part B Program for Neglected and Delinquent Children, Citywide/District 75 Institutionalized Facilities Program. This program was designed to provide after-school supplementary instruction in prevocational skills, activities of daily living, and academic remediation to students between the…

Project STEP was developed at John Reed Middle School, Redding, Connecticut, to investigate the feasibility of directly involving retired citizens in an instructional relationship with learning-disabled junior and senior high school students. The project proposed to demonstrate the effectiveness of techniques for training senior citizens as…

This case study describes an innovative school entry system in which children are registered at school according to their stage of development, not their age. The system was introduced by law in Hungary in 1986. In this study, an introduction is followed by a discussion of problems in curricular articulation. Problems are discussed in terms of the…