Comprehensive programs to enable students to acquire skills necessary for college work are discussed. It is suggested that developmental courses be supplements to regular academic courses. In starting a new developmental program, three factors are important: commitment of the school's faculty and administration to the program's success, adequate…

Asserts that almost all U.S. colleges and universities offer some form of developmental education, if one considers tutorial and learning assistance programs in addition to formal courses. Presents an historical analysis of developmental programs, stating that they, in some form, have been a part of postsecondary education since Harvard was…

Discusses criticisms of remedial courses and counters some with evidence from research. Describes the traditional approach to remedial-course delivery and explores alternatives, such as freshman seminars, supplemental instruction, paired courses, and critical-thinking instruction. Calls for a systematic relationship between assessment, advising,…

Cites three ERIC documents. The first describes the Guided Studies Program at Clackamas Community College (Oregon). The second focuses on developmental programs in higher education nationwide. The third provides the results of a national project to examine programs for the underprepared college students. (AYC)

Reports that developmental freshmen taking a one-credit remedial learning skills course did not receive grades significantly better or worse (either during or immediately after taking the course) than non-participating students. States that these results are consistent with other studies indicating that developmental freshmen need time to respond…

The presence of high-risk students has forced schools of nursing to analyze instructional processes and develop skills in helping students help themselves. Developmental programs increase student success without minimizing educational quality. Attention must be refocused from predictive selection to effective retention of candidates. (JOW)

This paper contains an overview of policy decisions being made at the state and national levels about learning assistance activities in higher education and developmental education. The principles driving those decisions are also outlined. Some policymakers want to fine the high schools from which under prepared students have graduated; others…

This paper discusses current issues and trends in developmental education. The biggest trend is expected to be the concurrent development of learning strategies while students are enrolled in graduation-credit content courses. Separate developmental education courses will be mainstreamed into the traditional college course work in a variety of…

Urges two-year colleges to embrace the academic education of underprepared students as part of their institutional mission, provide appropriate remedial courses for students with lower academic skills, and offer workshops and training sessions for faculty to equip them with the skills needed to properly assist and teach these students. (DMM)

In 1974, the Board of Regents of the University System of Georgia created the developmental studies program in response to a growing number of entering freshmen who were inadequately prepared for curricula assuming mastery of the basic skills. Early attempts to evaluate developmental programs in Georgia simply used standard survey techniques to…

Describes a study of the effectiveness of the Scholastic Aptitude Test (SAT), high school graduation class percentile, and the Wechsler Adult Intelligence Scale (WAIS), as predictors of short- and long-term academic achievement among a sample of 58 high-risk college freshmen who participated in 1-year special studies program. (PAA)

Identifies the most promising policies and practices for remedial and developmental education in postsecondary education based on research findings. Also reviews the research on developmental education outcomes and discusses policy issues in developmental education, such as whether the need for developmental education can be eliminated and who…

Analyzes factors internal to the tutor and tutee (i.e., cognition, metacognition, and affect) and external to them (e.g., teacher/tutor background knowledge, educational environment, content to be learned, socioeconomic status, family background, and cultural forces) that influence the tutoring process. Suggests a theoretical framework for…

Describes a follow-up study on student performance that investigated whether students' lack of success in an introductory psychology course was specific to the class or part of a general pattern of failure. Finds that 9.5% of the students did not finish the course successfully and that academic intervention did not help. Contains 14 references.…

A study of student skill levels and remediation needs was conducted at Grande Prairie Regional College (GPRC). The study involved: (1) a survey of the literature on the underprepared learner, basic skills, remedial and developmental education, learning skills centers, assessment and placement, attrition, faculty development, and program…