Anywhere from 40 to 68% of first-year students, over 1.7 million, enroll in at least one or more remedial or developmental course for reading, writing, or mathematics before being able to continue into the mainstream of college coursework (Barnett, 2018; Complete College America, 2016; Logue, 2018 WV HEPC Academic Readiness Report, 2019). An…

Half of all college students take at least one remedial course as part of their postsecondary experience, despite mixed evidence on the effectiveness of this intervention. Using a regression-discontinuity design with data from a large urban community college system, we extend the research on remediation in three ways. First, we articulate three…

This article traces diverging trajectories in a situated, participatory research project in 2 public schools in Ontario. While the project operated within a consistent set of objectives to promote educational equity for immigrant, linguistically diverse students and their families, it generated 2 substantially different models of educational…

One of the greatest challenges that community colleges face in their efforts to increase graduation rates is improving the success of students in their developmental, or remedial, education programs--the courses that students without adequate academic preparation must take before they can enroll in courses for college credit. Emphasizing results…

This monograph describes Supplemental Instruction, a student assistance program designed to improve the academic success of college freshmen based on the idea that if students are not being successful in courses then perhaps colleges should change the way courses are taught. Supplemental Instruction (SI) utilizes regularly scheduled, out-of-class,…

PURPOSE: Remediation efforts with adolescents and adults with language-literacy deficits (LLD) may be hindered by concomitant factors such as decreased self-esteem and self-efficacy. Despite sound linguistically based remediation practices, treatment lacking integrated counseling components may fail to achieve optimal outcomes. In this tutorial,…

Several years ago, the English faculty at the Schuylkill Campus of Pennsylvania State University entered into a cooperative venture with the campus learning center to use computer-assisted instruction in the basic rules of grammar as part of the remedial English course. The software used for the lab is the Houghton Mifflin English Microlab…

These two serial issues are devoted to the impact of computers on education, and specifically their effects on developmental education programs. First "The Effects of Computer-Based Instruction" summarizes the literature on the impact of computer-based instruction, including a study by James and Chen-Lin Kulik and Peter Cohen, which found that:…

The planning and development of a program to promote interaction among commuter students at Germanna Community College and to provide for their various needs are described. The program involved establishing an Interaction Center (IC) in 1974, centrally located in proximity to the college's learning resources center and library. The center was to…

Open Doors is a family literacy program that was developed to provide basic literacy training and basic skills remediation for homeless single mothers who have not completed high school and developmental enrichment services for their infants and toddlers. Open Doors was designed to provide interventions to 30 families. The program featured…

A study identified and analyzed successful national youth projects which have the highest job placement rates, the highest rate of returning youths to school, and the most effective combination of basic skills remediation and job placement. The analysis and identification was based on a summary of literature; discussions with local, state, and…