For developmental education students, rates of developmental math course completion and persistence into required college-level math courses are particularly low. This literature review examines the evidence base on one potential means for improving the course completion and learning outcomes of developmental mathematics students: reforming…

Argues that many developmental students succeed in college regardless of their basic academic ability and high school records. Presents data that suggest that, as a predictor of academic success over time, conscientiousness combined with metacognitive study skills is superior to ACT test performance. Suggests that proper developmental learning…

The question of whether basic skills courses belong in higher education is examined through a review of the literature. The following issues are discussed in terms of opposing and supporting positions: (1) economic concerns (recruitment of a wider pool of students necessitate basic skills courses but preserve enrollment levels); (2) academic…

Describes the theoretical models which suggest different "levels" in memory processing, corresponding to the short-term and long-term storage of information. Reviews studies substantiating this perspective and outlines strategies for the use of "levels" in developmental education design, as an alternative to rote memorization. (PAA)