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Download full textKim, Jeanette; Simon, Mia; Horenstein, Aaron; Webber, Althea J. – Grantee Submission, 2020
The City University of New York (CUNY) is the largest urban public university system in the United States with approximately 100,000 students enrolled in associate degree programs. Similar to trends nationwide, many associate degree students come to CUNY underprepared for college-level classes and are assigned to take remedial or developmental…
Descriptors: Community Colleges, Educational Change, Developmental Studies Programs, Urban Universities
Direct linkWeiss, Michael J.; Scrivener, Susan; Slaughter, Austin; Cohen, Benjamin – Educational Evaluation and Policy Analysis, 2021
Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive…
Descriptors: Randomized Controlled Trials, Program Evaluation, Developmental Studies Programs, Community Colleges
Weiss, Michael J.; Scrivener, Susan; Slaughter, Austin; Cohen, Benjamin – MDRC, 2021
Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive…
Descriptors: Randomized Controlled Trials, Program Evaluation, Developmental Studies Programs, Community Colleges
Wheeler, Sara W.; Bray, Nathaniel – Journal of Developmental Education, 2017
This study examined whether a correlation was present between demographic variables and academic success at a two-year institution in Alabama. Developmental status, gender, and race were compared with pass/fail status in the first college-level math class and graduation status. Results indicated that the developmental math classes were effective…
Descriptors: Remedial Mathematics, Mathematics Achievement, Correlation, Two Year Colleges
Deay, Ardeth M. – 1979
The purpose of this paper is to summarize for educational practitioners the progress made in identifying existing reading and mathematics remediation programs that might be appropriate for use in Kentucky schools. The information provided includes: (1) a description of the process used to obtain information about remediation programs currently in…
Descriptors: Elementary Secondary Education, Program Descriptions, Program Design, Program Evaluation
California State Dept. of the Youth Authority, Sacramento. – 1985
This evaluation of the Education Consolidation and Improvement Act (ECIA) Chapter 1 programs in the 16 participating schools and camps of the California Youth Authority presents findings for the year 1983-84. The students enrolled in the program were severely academically disadvantaged teenagers (reading and mathematics abilities five or more…
Descriptors: Adolescents, Compensatory Education, Elementary Secondary Education, Program Evaluation
Winchell, Leonard – 1981
The progress of elementary school students in Tacoma, Washington's Remediation Assistance Program (RAP) was examined and compared with the progress of similar non-RAP students. Pretest and posttest scores for RAP and non-RAP students in reading, mathematics and language were compared statistically, and no significant difference was found between…
Descriptors: Achievement Gains, Analysis of Covariance, Elementary Education, Language Skills
Knight, Michael E. – 1979
This program was designed to improve reading and mathematics achievement by directing intervention toward diagnosed deficiencies in these areas. Two thousand thirty-five students in grades one through nine participated in the reading component. Diagnostic-prescriptive teaching approaches were implemented in both components with an emphasis on…
Descriptors: Academic Achievement, Diagnostic Teaching, Elementary Education, Junior High Schools
Peer reviewedKull, Keith R. – Research and Teaching in Developmental Education, 1999
Presents the results of a two-part survey on developmental education in four-year colleges and universities. Describes the requirements, staffing, and enrollment in the programs, and assesses the extent to which a subsample of developmental mathematics instructors follow the standards established by the National Council of Teachers of Mathematics.…
Descriptors: Colleges, Developmental Studies Programs, Higher Education, Instructional Design
Mei, Dolores M.; And Others – 1990
Students enrolled in the 1988/89 College Bound Program of the New York City public schools met evaluation criteria in writing and mathematics but did not meet reading evaluation objectives. The Program, funded under Chapter 1 of the Education Consolidation and Improvement Act, is designed to improve the reading, writing, and mathematics skills of…
Descriptors: College Bound Students, College Preparation, Compensatory Education, High Schools
Silverman, Dorothy; Bank, Stanley – 1979
This document presents evaluations of summer Title I and Impact Aid reading, writing, and mathematics programs and their Parental Involvement component. The Title I and Impact Aid programs are briefly described as are the evaluation procedures, program activities, program materials, interviews with staff members, process evaluation findings, and…
Descriptors: Compensatory Education, Elementary Secondary Education, Parent Participation, Program Effectiveness
Carapella, Ruth; Mertz, Ronald E. – 1980
The St. Louis (Missouri) Public Schools After School program, which was implemented for the first time during the 1979-1980 school year, was designed to provide after school remedial mathematics and reading instruction to students in grades 1 to 8 who could not be serviced during the school day due to lack of space or program availability. Factors…
Descriptors: After School Programs, Compensatory Education, Educationally Disadvantaged, Elementary Education
California State Dept. of the Youth Authority, Sacramento. – 1971
The Compensatory Education Program for Educationally Deprived Children in the California Youth Authority was initiated in the summer of 1967, as a Title I program for delinquent children in institutions funded under Public Law 89-750 which amended P.L. 89-10. Responsibility for evaluation of ESEA programs is vested in the Educational Research…
Descriptors: Compensatory Education, Delinquency, Delinquent Rehabilitation, Educationally Disadvantaged
Vazquez-Nuttall Associates, Inc., Newton, MA. – 1982
Boston's 1981-82 Title I program, consisting of supplementary reading instruction in the elementary grades and reading and language arts at the middle and secondary levels, is evaluated in this report. In the elementary grades, the average pre-post test gain was well above the program success criterion. On the average, a greater percentage of…
Descriptors: Compensatory Education, Educationally Disadvantaged, Elementary Secondary Education, Gifted
Wohl, Seth F. – 1976
The Program for Institutionalized Children provided a supplementary individualized reading and/or mathematics remedial program, utilizing a diagnostic-prescriptive approach with the Croft Reading and Base Mathematics materials. Achievement was measured by means of criterion referenced testing procedures. Targeted pupils were all Title I eligible…
Descriptors: Blacks, Delinquency, Elementary Secondary Education, Institutionalized Persons
