College readiness remains a large policy challenge for both K­-12 schools and higher education institutions. Students who need to pursue remedial coursework before being able to enroll in introductory college requirements face financial and logistical challenges that create barriers to degree progression. In an effort to gain additional…

Remedial and developmental courses and services at the University of North Carolina (UNC) are designed to address differences in pre-college preparation among our diverse student body. Often the instruction aims to address gaps in knowledge ("remediation") and provide students with the skills needed for continued learning and college…

This report analyzes college completion metrics for the Appalachian Region, compares outcomes of students attending campuses in the Region with those of students attending campuses outside the Region, and offers insight about major stumbling blocks to college progression and completion for students in Appalachia.

This system summary highlights the high school graduates who attended a community or technical college in the year following graduation (Part A and B). Part C provides information on the students who delayed enrollment at the college for one or two years after high school graduation. Part D describes the expenditures for pre-college courses.…

Unless the United States moves with urgency, today's young people will be the first generation in American history to be less educated than their predecessors. Consider this a sobering wake-up call--and an urgent appeal for action now. In this report, one will get an unprecedented look behind the ivy-covered walls of America's public colleges and…

This report provides system-level summary highlights of pre-college course-taking behavior of high school graduates who attended a community or technical college in the year following graduation, and of those who delayed enrollment at the college for one or two years after high school graduation. The report contains information on these enrollment…

This study, conducted through the Postsecondary Quick Information System (PEQIS) of the National Center for Education Statistics, was designed to provide current national estimates of the prevalence and characteristics of remedial courses and enrollments in degree-granting 2-year and 4-year postsecondary institutions that enrolled freshmen in fall…

Until transition classes were added to the general education curriculum in 1983-84, few alternative programs directly addressed student's developmental and remedial needs. The Nashville metropolitan schools' transition program, a welcome alternative to grade retention, provides, during the transition-1 (T-1) program, additional time for the…

A study examined the effectiveness of the Pupils with Compensatory Educational Needs (PCEN)-funded English Instructional Services (EIS) Program which provided remediation in reading and writing to eligible New York City high school students. Subjects, 25,675 students from 100 high schools and programs, received remedial instruction in reading…

A study examined the effectiveness of the Chapter 1-funded English Instructional Services (EIS) Program which provided remediation in reading and writing to eligible New York City high school students. Subjects, 23,442 students from 100 high schools and programs, received remedial instruction in reading and/or writing for either a single term or…

A major goal of public education is to provide all students an equal chance to achieve to their full potential regardless of background. To attain this goal, schools often must compensate for the disadvantaged backgrounds of some students who have needs that cannot be fully met by the regular instructional program. Compensatory programs represent…

In 1991, the Oklahoma State Regents adopted the Student Assessment Policy, which required each higher education institution to develop and implement a comprehensive assessment program with mandatory student placement. This is the eighth annual student remediation report. Data are for the 1998-99 academic year. Most data were collected from the…

A study was done of the specific program characteristics of remedial and developmental programs at institutions of higher education in the 15 states of the Southern Regional Education Board (SREB). The data and findings were part of a larger survey of public and private colleges and universities by SREB which examined remedial enrollment and the…

This report offers details of the results of basic skills testing of the entering freshman class in New Jersey's public colleges. Levels of proficiency in verbal skills, computation, and elementary algebra are estimated from performance on the New Jersey College Basic Skills Placement Test. For the 48,568 students tested in the fall of 1990, 24%…

This report presents the findings of a Fast Response Survey System (FRSS) survey of 2,874 colleges on remedial/developmental programs offered during fall 1989. The survey provides national estimates on the following factors: institutions that offered remedial courses; reading, writing, and mathematics remedial courses offered; students enrolled in…