This monograph, consisting of four sections, focuses on developmental education in the higher education setting. The first section, by Johnnie Ruth Clarke, provides an overall perspective on learning through developmental programs. Included are discussions of the developmental approach, developmental students and instructional activities, and…

A national study on Adult Functional Competency, conducted by the University of Texas, determined that less than one-half of the adult population (46%) was proficient in handling the demands of modern living. Educators have never done even an adequate job of educating the country's people. If the primary goal of the teaching profession is to…

The basic objective of this third research phase was to verify and further delineate factors that are constant and valid contributors to the success of postsecondary occupational students enrolled in developmental programs. Follow-up research on a longitudinal basis was conducted on nontraditional students at six New York colleges. Of…

The role of tutoring services in special programs designed to meet the needs of non-traditional community college students was studied through a review of the literature on history of tutoring programs, the development of special programs to meet the remedial, developmental, and compensatory education needs of underprepared students, special…

This paper describes support programs and services at the Community College of Philadelphia (CCP) designed to provide alternatives for the nontraditional student. All entering students scoring below the 20th percentile on the reading section of the Comprehensive Test of Basic Skills are advised to enter a program named Project II, a block…

The increased number of nontraditional students in Ohio and a growing awareness of their needs have led to the recognition that developmental programs attempt to improve attitudes and skills for their own merit and are not necessarily remedial preparation for other courses. First used in the 1890's to narrow educational differences between…

The Learning Center at Glendale Community College is described in this four-part report which also evaluates the success of the Center in meeting the needs of new, nontraditional students. Part I reviews the literature dealing with the high dropout rate of nontraditional students admitted via the "open door" and provides definitions for the terms…

A developmental studies program which is integrated into the total curriculum of the institution and which assists in integrating its students into the mainstream of its student population is an appropriate long long-term response to pressures engendered by the equal access/academic standards dilemma. (Author)

Investigates the daily interactions between nontraditional students and the faculty, staff, and administration of a small, rural southeastern community college, based on ethnographic interviews, institutional documents, and observations. Reports on faculty perceptions of students, their lives and ambitions; students' emotional and support…

Defines postsecondary remedial education and discusses the controversy surrounding it, including who will be responsible for paying its tuition, the amount of remediation that should be offered in two-year versus four-year colleges, and mounting pressures from state legislators and policymakers. (VWC)

Special programs provided to low income, nontraditional students at Livingston College, New Jersey, are described. In the academic year 1978-79, 498 students were enrolled in special programs, over two-thirds were black and over one-half came from families with annual incomes of less than $6,000. Ninety-seven percent came from families with…

The Early Warning System (EWS) of the Individualized Study Program (ISP) at the University of California, Davis, was evaluated. Disadvantaged students who have not met the university's entrance requirements are tracked by the EWS during their first year in order to identify academic problems and provide advising and support. Findings include: EWS…

The Individualized Study Program (ISP) at the University of California, Davis, which is designed to enhance retention of students with academic skill deficiencies, was evaluated. The target group was disadvantaged students who had not met the university's entrance requirements. Attention was focused on two aspects of the program: allowing students…

The theoretical basis of programmed instruction and the sequential skill development approach used at University of Louisville's University College are described, and results of student testing to determine the effectiveness of programmed instruction in the school's remedial program are examined. Nine areas of basic competencies needed for college…

Results of an evaluation of the Individualized Study Program (ISP), a 2-year pilot program at the Learning Skills Center (LSC) of the University of California, Davis, are presented. The program target group were disadvantaged students who had not met the university's entrance requirements. The ISP, which is designed to improve retention of…