This article contributes to the empirical literature on remediation in community colleges by using policy variation across North Carolina's community colleges to examine how remediation affects various outcomes for traditional-age college students. We find that being required to take a remedial course (as we define it in this article) either in…

The community colleges in the state of New Jersey went through a process of establishing statewide cut-off scores for English and mathematics placement tests. The colleges wanted to communicate to secondary schools a consistent preparation that would be necessary for enrolling in Freshman Composition and College Algebra at the community college…

Advocates the use of single-subject experimental design as a method of evaluation in a language arts component of a developmental education program. Measures student outcomes of literacy growth as a part of instruction. The rate and degree of growth varied between individuals, indicating which students benefited most from specific instructional…

This study examines how competence beliefs and task values predict high school achievement choices related to literacy. Students' task beliefs (self-concept of ability, intrinsic value, and importance) about reading in the 4th grade and English in the 10th grade were tracked over time. Task beliefs, school performance, and gender were used to…

Founded in 1968, the Transitional Year Program at Brandeis University (Massachusetts) continues to offer intensive remedial math and English for students who might not be admitted to college otherwise. The tuition-free program has been highly successful in turning mediocre high school performance into college achievement. Most participants are…