The City University of New York (CUNY) is the largest urban public university system in the United States with approximately 100,000 students enrolled in associate degree programs. Similar to trends nationwide, many associate degree students come to CUNY underprepared for college-level classes and are assigned to take remedial or developmental…

When preservice teacher programs are failing to adequately prepare collegiate students towards becoming thriving teachers, what can be done? After many complaints were voiced from my student body, a survey was constructed, which revealed student satisfaction levels were lowest in the following areas: 1) The variety of opportunities to teach…

More than five years of research offers little evidence that students who attend federally funded remedial and learning disabled reading programs improve their reading skills. The three assumptions underlying these programs are discussed. Ways teachers and schools can evaluate their programs are listed. (MT)

Provides an annotated bibliography of 13 publications, released between 1960 and 1983, which have had a major influence on the field of developmental education. (AYC)

Reports findings on the continued positive effect of remedial/developmental programs on both retention and academic performance of skills deficient students who entered both public and private higher education institutions in New Jersey. (Author/DMM)

Analyzes factors internal to the tutor and tutee (i.e., cognition, metacognition, and affect) and external to them (e.g., teacher/tutor background knowledge, educational environment, content to be learned, socioeconomic status, family background, and cultural forces) that influence the tutoring process. Suggests a theoretical framework for…

A group service delivery model was utilized to treat nine severely speech-impaired preschool children. The program's efficiency and favorable dismissal rate were felt to be due to the specialized service time received by the children, the targeting of phonological patterns (rather than individual phonemes), group interactions, and a home program.…

This paper provides an extensive literature review concerning at-risk students and their needs, identifies the essential components necessary for effective at-risk programming, and describes successful at-risk programs and recommendations for administrators and teachers at the middle- and high-school levels. The literature review presents research…

Laredo Junior College (LJC) is a comprehensive community college in Texas, serving a student population that is 93% Hispanic and 61% female. In response to evidence that LJC was not adequately preparing students with the basic and academic skills needed to transfer, LJC expanded and restructured its assessment, placement, and remediation programs.…

The introduction of the Multiple Ability Curriculum (MAC) and Expectation Training (ET) into the curriculum of racially integrated elementary schools appears to improve the equal status interaction between students of differing academic and social status. The goals of the MAC and ET are the following: (1) prevent classroom dominance by students of…

This study examines components of a middle school program designed to enable at-risk students to complete the 3 years of middle school in 2 years, and it looks at the progress of eight graduates of the program during their first semester in high school in South Carolina. Over-age students who entered sixth grade and displayed potential were…