Objective/Research Question: How do student- and school-level factors measured in the final year of high school contribute to the odds of a student being assessed to need remediation in Math during the students' first community college enrollment? Methods: The present study draws on five years of linked secondary and post-secondary administrative…

Students who are in developmental education (DE), like students with disabilities and other students receiving learning supports, are often identified as such a priori, which means the students have already lost control over a certain amount of information about their identities. A student may feel marginalized by the attitudes that others have on…

Boredom carries a significant weight: It is not often spoken within the academic environment. However, by ignoring how developmental and first-year students experience boredom, instructors are avoiding a topic that most students will encounter. We present information on the common causes of boredom, ways to detect boredom, and the outcomes of…

Undocumented students are a population defined by limitations. Their lack of legal residency and any supporting paperwork (e.g., Social Security number, government issued identification) renders them essentially invisible to the American and state governments. They cannot legally work. In many states, they cannot legally drive. After the age of…

Research has identified successful transitions from middle to high school as critical for students' academic success. Identifying risks and protective factors associated with challenge or success in the early years of high school is crucial, especially for African American students who are disproportionately represented in the ranks of adolescents…

Middle and high school students subjected to harsh school discipline policies and practices such as suspensions and expulsions are more likely to disengage from the classroom and course work, and increases their chances of dropping out, according to this new report from the Alliance for Excellent Education. The report recommends implementing…

Sixteen premedical students from underrepresented minority groups participated in a six-week, six-course program at the Chicago College of Osteopathic Medicine (Illinois). Academic performance before and during program participation was compared for students subsequently offered or denied admission. Accepted and denied students could be…

Two studies on monitoring and assisting high-risk college students are compared. Individualized intervention was provided in the first study, whereas the second attempted a reduced form of the same intervention in a large-group course. Both emphasized student awareness of appropriate study behavior. Only the first study had positive results.…

A study of the effects of an academic support program for educationally disadvantaged, mostly Black engineering students found the interventions were effective in improving academic achievement, particularly when used early in the college experience. Implications for admissions, identification of potentially high-risk students, and intervention…

A new program linking the Phoenix Union High School District with local community colleges and state universities identifies high-risk high school students, brings their work up to college level, counsels them, and monitors their progress to graduation. The high dropout rate forced institutions in the different segments to cooperation. (MSE)