Reports progress after three years of an effort by the Ford Foundation to strengthen a representative selection of private, historically black colleges and universities through a $50 million, 6-year program designed to help 20 institutions become stronger academically, attain greater financial stability, and send more of their students on to…

The open admission policy at the City University of New York, a mixture of successes and failures, is criticized and defended. (Author/DW)

This paper discusses the significant political advances for disadvantaged children that have been dependent upon trends and upheavals in the economy and major social or political movements. Evidence is provided which indicates that large scale U.S. government programs are rarely based on a public concern for children, but rather on a more…

This study is a presentation of findings which indicate the relationship between performance scores on the Remedial Developmental Studies (RDS) mathematics curriculum and grades in a specific college level course in College Algebra for students enrolled at Tennessee Technological University. Results indicated that students who had completed the…

Seventeen Southern California school districts participated in a pilot study intended to develop a framework for classifying district policies on retaining students. It was assumed that differences in district policy created varying levels of objectification of standards for decision making and varying degrees of work effort needed to implement…

The Des Moines Plan (DMP) is described, which is a comprehensive kindergarten through grade 12 program designed to improve and strengthen students' reading, writing, and mathematics skills. The program was implemented during the fall semester of the 1986-87 school year. The DMP adopted the instructional model implemented by the Chapter 1 program…

This report describes and evaluates the Boise (Idaho) School District's operation of a Chapter 1 Project, the Elementary Structured Tutoring Program. The project provides tutoring in reading and mathematics skills to educationally deprived students in grades 2-6. Tutors are either paraprofessional adults or supervised students (grades 4-6) who…

About 60 percent of Binghamton's pupil population come from low income families; close to 1,000 pupils are provided remediation under Chapter 1 of the Education Consolidation and Improvement Act. This program provides educationally and economically needy people with ways to succeed. The program's attributes for success are as follow: (1) clear…

A study was conducted to compare remedial/developmental programs of study in the community college system of Kansas with those offered by the state's university system for the fiscal year 1985. Study findings included the following: (1) all of the Regents' universities and all of the state's community colleges offered remedial/developmental…

In an effort to help basic skills students learn the skills they need to survive in college-level studies and remediate critical areas as quickly as possible, many community colleges have overlooked the value of other studies and the more general literacy that is essential to any education. By rushing to comply with students' utilitarian goals,…

This article highlights lessons from the experience of running a workshop that provides basic education. It focuses on the workshop that has been run for four years at Wakefield District College in England to support individuals from the community or students in college courses who need help with basic skills. The flexibility allowed by the…

Brief descriptions are provided of 54 community college programs identified as outstanding by the National Council of Instructional Administrators. Organized alphabetically by program title, the descriptions include the name of the college president, the name of a contact person, and the name, address, and telephone number of the college. The…

The Learning Laboratory component of the Department of Educational Program Support at the University of Wisconsin at Parkside was evaluated during the academic year 1983-1984 to monitor laboratory and material usage, determine from what areas students were referred, and identify their reasons for laboratory use. The laboratory was part of a…

This paper provides the background for and provisions of the accountability materials that were authorized by the Louisiana Bureau of Elementary Education to monitor schools' compliance with the Louisiana Competency Based Education Law. In order effectively to manage the two major components of the law--the Pupil Progression Plans and the…