Addressed in this book is the problem encountered by institutions as more students have entered colleges without adequate preparation in the basic subject areas--communications, mathematics, and science. To accommodate the diversity in the new student populations, varying instructional methods are required. Developmental education programs need…

Describes Sacramento City College's Higher Education Learning Package (HELP), which integrates reading, writing, study skills, and content instruction within the regular classroom to improve basic skills and personal development of nontraditional, high-risk students. Considers the HELP program's team-teaching approach, three-phase implementation…

This report quantitatively shows the progress of students in the area of general education development at College of DuPage (Illinois). The aims of general education are to promote students' understanding and appreciation of their culture and environment; to develop a system of personal values based on accepted ethics that lead to civic and social…

This digest focuses on the importance of learning assistance centers (LACs) to academic success and student retention. LACs differ from learning resource centers, which mainly provide and disseminate educational information. They also differ from development education offices, which give emphasis to teaching basic skills and preparing students for…

This report documents student outcomes in developmental English and mathematics courses at Germanna Community College (Virginia) for the academic years 1994-95 through 1999-2000. It provides data to answer three questions: What proportion of students enroll in developmental courses? What is the success rate for students enrolled in developmental…

This report focuses on developmental education instruction for state supported students in Washington who lack the skills to perform college-level work, but have skills above the level of adult basic education. It describes overall enrollments, student characteristics, enrollments for subsets that have been identified through data matches, course…

The Grade 11 High School Proficiency Test (HSPT) and the New Jersey Early Warning Test (EWT) are two key standardized tests that indicate academic ability of county high school graduates which colleges will need to address. While HSPT scores for county high school districts reflect a range of competency in reading, math, and writing, the majority…

This document addresses five main goals of the California Community Colleges, with projections into the academic year 2005-2006. Goal One (Transfer Rates) projects an increase of students transferring from California community colleges to University of California and California State Universities from 69,574 to 92,500. There is also an estimated…

Describes LaGuardia Community College's two-phase developmental studies program, which consists of a basic skills program (in which students are assigned a package of courses based on their abilities) and basic skills instruction integrated into content area courses. Covers program content and administration, teacher training, and evaluation…

Investigates whether aptitude/achievement subgroups of developmental college students differ in their reported use of self-regulated learning strategies, task value, and grade expectations. Reports that only low-achieving and low-aptitude students differed significantly from their peers, indicating that subgroups may have a greater need for…

Discusses the increasing number of legal challenges to high-stakes testing, which can potentially impact developmental education programs nationally. Analyzes challenges to the tests in four states, and suggests that the No Child Left Behind Act (NCLB) may lead to lawsuits if a child has not received an appropriate education. (Contains 15…

Argues that online instructors have a great impact on the quality of a student's online experience. Demonstrates through the author's personal experience as an online instructor that written communication skills are essential in an online classroom. (Contains seven references.) (NB)

Argues that supplemental instruction (SI) leaders may not always contribute to helpful instruction. Asserts that SI supervisors must train SI leaders about what is helpful and unhelpful for students. Suggests that more research be done to determine which practices are most helpful for students. Contains six references. (MZ)

Describes a study comparing the effectiveness of individualized and traditional sections in a basic mathematics class at a community college. Indicates that the individualized format was a positive experience for students and enhanced skill development for participating students, but only minimally decreased math anxiety and had no effect on…

In fall 1992, the Iowa Department of Education began pilot tests of the Comprehensive Adult Student Assessment System (CASAS), an assessment system evaluating reading, math, and problem solving in a life skills context for adult remedial programs. This document provides reports from the nine community colleges that served as test sites, describing…