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Direct linkAltman, William S.; Pena-Shaff, Judith B.; Nicholls, Craig; Domingo, Cassandra – Teaching of Psychology, 2022
Background: Reading comprehension and writing ability are critical to students' success in introductory psychology. However, these generally are not prerequisites. There is conflicting evidence with regard to the effectiveness of remedial reading and writing classes for students with low placement exam scores. Objectives: To explore whether…
Descriptors: Readiness, Academic Achievement, Introductory Courses, Psychology
Download full textCullinan, Dan; Biedzio, Dorota – MDRC, 2021
Colleges throughout the United States are evaluating the effectiveness of their strategies to place entering students into college-level or developmental education courses. Developmental, or remedial, courses are designed to advance the reading, writing, and math skills of students who are deemed academically underprepared for college-level…
Descriptors: Academic Persistence, Student Placement, Student Evaluation, Remedial Instruction
Gay, Victoria M. – ProQuest LLC, 2019
Tennessee's public community college system implemented corequisite remediation for underprepared students during the Fall 2015 semester. As a result of the Tennessee Board of Regents corequisite remediation initiative, students with academic placement scores determined to be below college level on an instrument such as the ACT often work in the…
Descriptors: College Freshmen, Writing Skills, Instructional Effectiveness, Sentences
Willett, Terrence; Hayward, Craig; Newell, Mallory – RP Group, 2018
California Assembly Bill (AB) 705 authored by Irwin and passed on October 13, 2017, requires colleges to "maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one-year timeframe" and use high school background data in placement processes. To implement this new law and…
Descriptors: Community College Students, Community Colleges, Grade Point Average, Statistics Education
