Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive…

Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive…

Students enrolled in the 1988/89 College Bound Program of the New York City public schools met evaluation criteria in writing and mathematics but did not meet reading evaluation objectives. The Program, funded under Chapter 1 of the Education Consolidation and Improvement Act, is designed to improve the reading, writing, and mathematics skills of…

This document presents evaluations of summer Title I and Impact Aid reading, writing, and mathematics programs and their Parental Involvement component. The Title I and Impact Aid programs are briefly described as are the evaluation procedures, program activities, program materials, interviews with staff members, process evaluation findings, and…

The COMP-LAB, a CUNY-based writing course combining classroom instruction with an autotutorial writing laboratory for students deficient in standard written English, is described and evaluated in this assessment. The background and purpose of the project are discussed in the first two sections, prior to an extensive description of the project…

The large number of missing student test scores, the results of uneven student attendance, precluded any meaningful assessment of the impact of the 1988/89 Pregnant School-Aged Girls Program in the New York City public schools. Pregnant students have the option of attending classes at one of five special schools. There, they attend remedial…

A description is provided of a pilot study conducted at Butte College to develop and test evaluation procedures for the college's remedial and developmental reading, English, and math programs. Part I of the report includes five sections: (1) a description of the remedial reading, English, and mathematics programs as they existed at Butte College…

A study described the 1989-90 Chapter 1 Developer/Demonstration Program, Learning to Read through the Arts (LTRTA), and evaluated the effectiveness of its implementation. The program offers intensive reading and reading-oriented arts instruction to Chapter 1-eligible students. Of the 797 students served by the program, 98 were ungraded special…

Evaluation of South Carolina's 1987-88 Remedial and Compensatory Program, funded by the state's Education Improvement Act of 1984 (EIA), shows that the program was successful in raising the participants' achievement. The programs include basic skills learning in reading and mathematics in all grades, and writing in grades 6-12, but not all grades…

A study described the 1990-91 and 1991-92 Chapter 1 Developer/Demonstration Program, Learning to Read through the Arts (LTRTA), and evaluated the effectiveness of its implementation. The program offers intensive holistic reading and reading-oriented arts instruction to Chapter 1-eligible students, using an interdisciplinary, thematic approach that…

Both half-year and full-year students enrolled in the 1988/89 College Discovery and Development Program of the New York City public schools surpassed the program's evaluation objectives in writing and mathematics and came close to meeting the objective in reading. The program, affiliated with the City University of New York, is a basic skills…

Methodology and findings are reported for a study of the materials and instructional components of the Reading and Writing Laboratories at Ohlone College conducted by a team of five external evaluators. The report's first section details: (1) the goals of both labs, as articulated by the college; (2) specific objectives of the study; i.e., to…

This study describes the 1992-93 Chapter 1 Developer/Demonstration Program, Learning to Read through the Arts (LTRTA), and evaluates the effectiveness of its implementation. The program offers intensive holistic reading and reading-oriented arts instruction to Chapter 1-eligible students, using an interdisciplinary, thematic approach that…

A study described the 1989-90 Chapter 1 Corrective Reading program, and evaluated the effectiveness of its implementation. The program provided supplementary reading and writing instruction to eligible students from 177 New York City nonpublic schools. Three modes of instruction (face-to-face, computer-assisted, or both) were provided to 9,698…

In 1979, the typical entering seventh grade student at Perris Valley Junior High School (California) scored 21 months below grade norm in reading and 25 months below grade norm in language. To provide the students with language processing skills necessary for participation in the regular school curriculum, students in both junior and senior high…