There is an expectation that students graduate from university with a collection of attributes they have acquired and/or developed during their university journey. It is possible that more academically able students have these attributes prior to enrolment. A repeated-measure analysis of 70 foreign, 89% from People's Republic of China, students at…

This phenomenological study explored both the students' lived experiences of placement processes at an urban community college and their consciousness of those experiences. By applying phenomenological methodology within an engaged inquiry framework, this study integrates multiple perspectives into a narrative thread to make sense of students'…

This literature review highlights barriers to persistence, retention, and graduation for students of color at institutions of higher learning. Successful strategies, approaches, and initiatives are discussed with consideration to deficit and strengths-based approaches. It is also highlighted that universities may need to address programmatic…

We examine the impact of remedial and developmental courses on college students with varying levels of academic preparedness, thus focusing on a wider range of students than previous studies. Using a regression discontinuity design, we provide causal estimates of the effects of placement in different levels of remedial courses on short-,…

Multiple catalysts are fueling states' increased urgency to establish a definition of "college readiness". Some states are creating a "college readiness" definition that describes what a student will know and be able to do in such core academic courses as English language arts and math, and that identifies items or benchmarks on state assessments…

Developmental education is one of the most difficult issues confronting community colleges. Community colleges are charged with teaching students college-level material, yet a majority of their students arrive with academic skills in at least one subject area that are judged to be too weak to allow them to engage successfully in college-level…

A fundamental assumption in the identification of specific learning disabilities (SLD) has been that the presence of a severe discrepancy between ability and academic achievement is a valid marker for the presence of a SLD. This assumption is based on the notion that discrepant low achievers constitute a unique group of children who are different…

Groups symptoms, and suggests resources and energy be concentrated on educational and psychological intervention, rather than on causes. (NH)

Gainesville Junior College's PEP program coordinates all remedial course offerings within a separate division. This report describes the progress of 222 PEP students, tracing the time spent in the program, success in terms of numbers prepared for college, and the adequacy of this preparation as evidenced by grades earned in appropriate college…

There are vast differences in life experiences and advantages for all college students, not just student athletes; to shunt off the super athlete lacking minimum skills into a second-rate educational training is inexcusable. Institutions that have "turned professional" have become football franchises dabbling in education. (MLW)

Discusses need for and effectiveness of remedial education at the college level. An understanding of the type of student involved, a faculty that cares, and enough funds to function are ingredients for successfully helping undereducated college students. (Author)

Describes a study of 260 academically at-risk college freshmen, profiling their perceptions of study demands and study skills appropriate for college. Discusses student perceptions related to degree goals, academic strengths and weaknesses, tutoring services, remediation needs, peer versus expert tutoring, group versus individual studying, and…

The educational attainment of college athletes has become a major national concern. Universities often have student athletes who are marginally prepared. Because universities accept these marginally prepared student athletes, it seems reasonable that they should provide special services necessary to reduce academic deficiencies. Raising academic…

The Developmental Studies Division of Thomas Nelson Community College provides developmental verbal and mathematics courses to enable inadequately prepared students to obtain the necessary knowledge and basic skills for entry into an associate degree program. A study was conducted to determine if those students who complete the objectives of the…

Describes a study of a pilot alternative college program, in which underprepared students must successfully complete a range of developmental courses and a freshman seminar before moving into the mainstream of the university. Indicates that retention rate for the program's first year was 82.7%. Includes 11 citations. (MAB)