This report discusses the state of developmental education in West Virginia from the perspectives of faculty, staff, and administrators throughout the state. It begins by defining developmental education as more than just "remedial" education and relying on faculty, focused coursework, and peer and professional support to help students…

Argues that writing is a social practice, and as such, student writing should be thought of as part of the larger society. Reports on responses from 393 (over 50% of those solicited) students in developmental writing courses, which indicate that students want to feel they have a stake in their own learning. (Contains 26 references.) (NB)

Written by instructors who not only accept but also elect the challenge of teaching basic skills classes in reading and writing to freshmen at the community college and technical college level, this paper examines, first, the basis for the pedagogy employed: the theoretical concepts and the actual students on which the teaching of developmental…

Discusses role and trend information on developmental or remedial education for recent high school graduates attending Washington community and technical colleges. More specifically, it provides information on high school graduates who attended a community or technical college in the year following graduation. Also provides separate information on…

Asserts that the teaching profession needs to recognize the natural connections between multicultural and developmental education. Presents eight steps developmental educators can take to promote pluralism, including (1) establishing a clear link between cultural pluralism and institutional and programmatic mission and goals; (2) striving for…

In Connecticut, the Board of Trustees for Community-Technical Colleges mandated the assessment and placement of entering community college students, adopting the New Jersey College Basic Skills Placement Test (NJCBSPT) for a systemwide pilot test beginning in spring 1989. At (then) South Central Community College, a study was conducted to…

This monograph from the University of Minnesota General College (GC) discusses theoretical perspectives on developmental education from both new and established standpoints. GC voluntarily eliminated its degree programs in order to focus on preparing under-prepared students for transfer to the university system. GC's curricular model includes a…

Over the past several years, the preeminence of the transfer function at Arizona's Mesa Community College (MCC) has been overshadowed by the increasing demand for remedial education. In fall 1992, 65% of the students assessed for placement in English, mathematics, and reading scored below college-level in at least one of these subjects, and…