In the next decade, community college English departments will expand their developmental course offerings. The students who take these developmental courses generally have higher incidence of diagnosed learning disabilities, bleak economic circumstances that require them to work full time, greater dependence on public transportation, and some…

The school dropout rate in America is too high, especially for low-income students and those from nondominant racial or ethnic groups. For many students, the social-psychological and behavioral disengagement from school that leads to dropping out often begins in middle school. Research on early adolescents confirms that increasing the perceived…

In terms of opportunities for college, the society is not a level playing field, according to David Conley, professor and director of the research center for educational policy, University of Oregon. Middle and upper classes have far more access to the right information than others. Conley adds that when a person goes to college, he/she needs a…

In 2010, approximately 14 percent of all students in the nation were enrolled in the organization's 65 urban school districts out of approximately 15,000 school districts nationwide. In addition, 21 percent of the nation's students eligible for free or reduced-price lunch, 26 percent of English language learner (ELL) students and 24 percent of the…

In 1987, Rockland Community College (RCC) established a Developmental Studies Department to serve students in need of remedial/developmental services. This report describes the services of the department and two special related projects. Part I focuses on the Developmental Studies Department, covering assessment, placement, and advisement; college…

An evaluation of the TRIO/Special Services program at the University of Minnesota, General College, is presented. Descriptions are provided of program operations, services offered, the program participants, and student eligibility. Program effectiveness is also assessed in terms of student outcomes, and individual program services are examined as…

A study reported the status of approximately 2,900 participants in the student-support-services program for disadvantaged college students, and of 2,900 comparable nonparticipating students three years after college entry, looking at grades received, number of credits accumulated, and retention rates. The study also collected information on how…

The 1983-1984 evaluation of the TRIO/Special Services program at the University of Minnesota, General College, is presented. Program goals and course descriptions for the integrated course of study are described, as are counseling and tutoring services, student eligibility, and characteristics of program participants. A demographic profile for…