Project AVID (Advancement Via Individual Determination) is a four-year elective high school program that prepares underachieving, disadvantaged students to attend college. The program is now implemented in 58 secondary schools in San Diego County, California. (TE)

The report examines postsecondary developmental education for students denied regular admission to the institution. Addressed are such concerns as the evolution of developmental programs, the effect of developmental programs on the integrity of academic institutions, and the future of postsecondary developmental programs. The report's seven…

This document presents 13 keynote addresses and major papers presented at the 1997 and 1998 conferences of the Pennsylvania Association of Developmental Educators. The papers are: (1) "Developmental Education: History of Implications" (Hunter Boylan, 1997 keynote speaker); (2) "Learning and Teaching in the 21st Century: Seven Habits of Highly…

The "open-door" policy, educational opportunity programs, and financial aid to high-risk students are implicit promises that the community college will provide successful learning experiences for all students. Within this framework of concerns and promises, the Milwaukee Area Technical College designed and offered a developmental program…

The 16 chapters of this volume describe a wide variety of developmental programs intended to promote skill development and enhance academic performance for high-risk students at all levels of higher education. Following an introductory chapter by the editors, the chapters are: (1) "The Origin, Scope, and Outcomes of Developmental Education in the…

Describes Hawaii Community College's vocational preparation (Voc Prep) program, which focuses on basic communication, literacy, and mathematics skills to prepare students to enter vocational programs. Compares the Voc Prep learning community model, which includes vocational and basic skills instruction, personal development, and counseling, with…

This document presents the program and proceedings of a national forum on new students with disabilities and includes abstracts of presentations by 22 institutions as well as specific conference information. The following institutions are represented: (1) Algonquin College (Ontario, Canada), (2) Austin Peay State University (Tennessee), (3)…

The Pre-College Summer Institute (PCSI) program has been in effect at the University of Hartford, College of Basic Studies, since the summer of 1968. PCSI was a five-week, five-days-a-week program designed to evaluate and prepare marginally acceptable students for the college's entering freshman class. Initially, the program was designed to…

The Prefreshman Summer Program for academically and economically handicapped students at the City University of New York (CUNY) was evaluated in 1985 and compared to previous evaluations. The voluntary, 6-week transitional program provides intensive basic skills instruction, tutoring, counseling, and financial aid to incoming students who fail to…

This descriptive report focuses on Milwaukee Area Technical College's Crossover Program, which was designed to help students who have demonstrated a low level of academic preparedness on their admissions placement test to improve their basic academic skills and choose a realistic program of study. The first sections of the report describe the…

This study examined the role of the North Carolina State University Transition Program (UTP) in enhancing transition of disadvantaged students from high school and increasing their persistence to degree. The UTP, which targets academically underprepared African American and Native American students, provides special courses and counseling…

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…

This study examined the effect of academic peer mentors on the grade-point averages of underprepared freshmen at Mount Vernon Nazarene College (Ohio), a church-related coeducational college of arts and sciences. Underprepared freshmen at this school are required to participate in the College Experience Enhancement Program. For the fall, 1993 term,…

This study examined the nature and needs of international students in American higher education within the context of multicultural and globalized educational programs and support services. Most international students are considered developmental upon admission into postsecondary institutions. The success of these students has been attributed to…

The Transition Class is an alternative model to the traditional college sequence of developmental courses. Offered as an option to prospective students before they complete the college application and financial aid procedures, the 12-week Transition Class is nongraded and free of charge. By taking the class before they fully matriculate in the…