We examine the impact of remedial and developmental courses on college students with varying levels of academic preparedness, thus focusing on a wider range of students than previous studies. Using a regression discontinuity design, we provide causal estimates of the effects of placement in different levels of remedial courses on short-,…

Two-year colleges enroll many students every year that are not prepared for college level work. The purpose of this study was to determine what factors contribute to students needing to take remediation as well as what factors lead to successfully exiting developmental education. This study looked at students who began postsecondary education in…

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 General Curriculum (GC) at Forest Park Community College in Illinois was designed as a one-semester initial-entry program for academically high-risk students. The full-time GC student was required to take a series of basic academic courses in reading, writing, and mathematics, a human potential seminar, a transfer course (Applied Accounting,…

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…

Presents abstracts of three documents that describe courses and programs offered by community colleges to develop self-concept of students, teach in the affective domain, and help students develop interpersonal skills. (DR)

A study was conducted to ascertain whether a basic skills development program, an individualized, programmed laboratory experience in which students contracted to work toward a self-defined resolution of their skill deficiencies, would result in a measurable change in the self concept of high-risk students enrolled in the program at Essex…

Forty-nine high-risk students enrolled in basic skills development classes at Essex Community College were evaluated on self-concept growth as shown by pre- and post-tests with the Tennessee Self Concept Scale (TSCS), by an open-ended self-evaluation questionnaire, and by improvement in grade point average (GPA). The developmental…

A study was conducted to determine the scope and characteristics of developmental/remedial activities in Maryland's 17 community colleges in terms of objectives and goals, courses and activities, student information, costs and revenues, and administration and organization. The study revealed: (1) 15 colleges offered developmental education for…

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…

Three program objectives are articulated for establishing a developmental education program to increase retention and graduation rates among academically disadvantaged students at Triton College: (1) instituting horizontal (teaching basic skills) and vertical (assisting in the transfer of basic skills to students' total educational programs)…