The problem addressed in this study was that many students in DE have a decrease in academic success and, as a result, never make it to college-level courses nor complete a program and earn a degree, leading to a decrease in academic success. The purpose of this qualitative multiple case study was to provide insight on historically black colleges…

The problem investigated in this study was the low completion rates of students in mandated developmental education courses at a local community college in the mid-Atlantic region of the United States. The purpose of this study was to examine factors that may contribute to the persistence of community college students who have completed mandated…

This study explores the impact of a first-semester learning community (LC) program on the experiences of developmental students in community college. Through a series of semi-structured interviews, students shared four central benefits of beginning their college careers in an LC program, including: (1) access to a supportive social and…

Student's low reading and writing proficiency in higher education has been the subject of a large body of research (e.g., Bahr, 2011; Bailey, 2010; Carlino, 2005, 2010, 2012; Flink, 2017; Jaggars, 2014 Pacello, 2014; Perin, 2011; Perin et al., 2013). The purpose of this qualitative study was to explore how students in a first-year developmental…

Poor completion outcomes in community colleges' developmental education programs have spurred reforms in developmental education policies and practices in order to increase students' chances of success. In the case of developmental math, the focus of this article, such changes include revisions to testing and placement policies, amendments to the…

This study explored how developmental students enrolled at the TTIOO community college experienced the resident developmental advising service. Emphasis was placed on ascertaining how these students perceived the role of developmental advising in enabling them to develop self-regulated behaviors inclusive of goal-setting skills and academic…

Nearly two-thirds of students require some form of remediation before taking college-level classes, and community colleges have become increasingly important in providing this education. Unfortunately, relatively few students complete the developmental courses required to make a transition to college-level work. Based on a three-year study of over…

Despite the need, persistence in remediation hovers at 50% (NCES, 2002) while nearly one third of community college enrollees arrive under-prepared (Hess, 2009). Persistence is correlated with academic preparation (Nash & Kallenbach, 2009), and barriers to persistence include a number of demographic barriers (Education, 2006; Labaree, 2006).…

The number of students enrolling in colleges and universities requiring remedial programs is increasing. Developmental courses are used to increase student academic skills. Understanding how students perceive their placement and experience in developmental courses can provide valuable insight for high schools, community colleges, and universities…

This report, issued by the Connecticut Department of Higher Education, reports on trends in higher education for the year 2011. Six goals are presented, each with at least two indicators. Each indicator is broken down into the following subsections: About This Indicator; Highlights; and In the Future. Most indicators also include statistical…

Because of the current trend toward further education for all high school graduates, there is need to prepare low-achieving students for college-level work. A developmental program was designed for Puerto Rico Junior College to improve the performance of high school graduates with low academic averages and entrance examination scores. After a year…

The 9-week Summer Program of Education Enrichment and Development (SPEED) was meant to provide academic help for the marginal student, equip him for college, and improve his self-concept. Various methods were used to determine his academic and emotional needs. The 78 students were divided into four groups. Four teachers and four tutors (for math,…

Since the developmental studies program at Amarillo College began in 1974, continuing efforts have been made to assess the characteristics, attitudes, motivations and goals of the high-risk students in the program, which was designed to build self-concept and improve reading, English, math and study skills. Over the three years of the study,…

Describes a study examining the relationship between instructors' attitudes to students' ratings of the instructors in remedial and developmental studies courses. Indicates that "instructor concern" for students and 12 associated characteristics were the most important factors identified by students. Discusses applications and implications of the…

The Higher Education Achievement Program (HEAP) at Jefferson Community College (JCC) in Kentucky is designed to recruit 100 "nontraditional" students into the college and to help them to succeed with college-level work. For the 1974-75 academic year, this group included representation from such minorities as women, blacks, older…