Describes Supplemental Instruction (SI), an enrichment program offered for high-risk courses to prevent attrition and low grades. Presents results from a study to determine the effectiveness of SI in an introductory psychology course over five semesters. Indicates that students who participated in SI tended to achieve higher course grades. (AJL)

Argues for the academic performance and retention benefits of Supplemental Instruction (SI). Among other things, SI increases retention, increases final course grade averages, increases overall GPAs, improves thinking and study skills, and increases graduation rates. Compares a list of Chickering's 7 Principles to the practices of SI programs.…

Describes a first-year composition course that used writing assignments to give students the opportunity to explore the transition from high school to college and their inclusion into campus culture, and to argue for campus policy changes. Offers preliminary data concerning the course's effectiveness in enhancing retention of first-year students.…

Presents results from a longitudinal study of 23 college developmental students, who were surveyed regarding their educational needs and objectives. Recommends that colleges: (1) create a student advisement center with academic counselors; (2) require that all incoming freshmen enroll in learning experience courses; and (3) schedule a monthly…

Compares attrition rates for students in a developmental science course to those for students with the same standardized Science Inventory scores who did not enroll in the developmental section. Indicates that students who completed the developmental science course had a higher rate of success than students who did not. (MAB)

Argues that retention statistics indicate that developmental students have the best chance for success when they attend four-year institutions. Discusses the data relative to a new and more successful model for developmental education that eliminates stand-alone remedial courses and instead embeds remedial education in core curriculum. (Contains…

Using a review of survey responses from developmental reading students at a residential two-year college, this article reports that great emphasis should be placed on student/faculty interactions and positive peer group interactions in the college experience. Suggests that faculty members participate in academic advising, offer study skills…

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)

Reviews the literature related to student attrition and retention. Discusses findings from a survey of community college students who withdrew from developmental courses, to determine their reasons for leaving. Describes intervention programs that were subsequently developed, including telephone intervention, mentoring, and skills enhancement…

Speculates on the causes of attrition in developmental-education classes, stating that two factors influencing it are how well a student identifies with his or her institution and the quality of faculty-student interaction. Asserts that institutions must be aware of the cultural histories and socialization experiences students bring with them, and…