Recent reform efforts in developmental education have led to model-development of college literacy instruction without being informed by institution-specific investigations of whether, how, and to what extent new models align with the literacy rigors of next-level courses across pathways. Such work is essential to informing literacy programming at…

Florida State University researchers spent the last year collecting and analyzing data on corequisite developmental education (DE) models in Texas as part of a four-year study that received a $1.5M grant from the U.S. Department of Education's Institute of Education Sciences. This study was proposed in response to Texas House Bill (HB) 2223, which…

In this project, I investigated student perceptions of dynamic written corrective feedback (DWCF), a specific method of providing accuracy feedback, in developmental writing classes for multilingual students. Via a quasi-experimental design using treatment and control sections of a developmental writing program's three levels, I collected and…

This article examines two course redesigns undertaken to improve student support, learning, and retention in the basic writing program at Oakland University, a doctoral research university in southeast Michigan, where support for developmental writers has fluctuated dramatically between nurture and neglect over the past fifty years. However,…

In March, 2016, the state of New Mexico established a Remediation Task Force to examine remediation reform efforts across the state's higher education institutions. On March 11, the Task Force met for the "New Mexico Corequisite Remediation at Scale Policy Institute" in order to learn about the results of the latest national reform…

Describes a follow-up survey of United States developmental reading programs. Analyzes data and compares them with findings from the previous decade to draw implications for the future of college developmental reading. States that developmental education is dependent on innovative teaching and learning strategies and on an increase in the…

Describes a study of differences between developmental writing students in associate and baccalaureate degree programs at Ohio's University of Cincinnati. Reports that, although the groups had similar writing skills, significant differences were found in family background, high school English experience, and expectations toward writing. The…

This report discusses trends and issues related to developmental/remedial education in the United States; examines developmental/remedial education efforts in Nevada's public colleges and universities; and presents the results of a study of developmental programs in the two universities and four community colleges in the University of Nevada…

Leadership styles and management skills needed by directors and coordinators of learning assistance and developmental education were assessed. Based on a literature review, a questionnaire was constructed and then validated by a panel of experts in the field. The questionnaire was sent to 45 selected learning assistance/developmental education…

Recent efforts to identify and meet the needs for remedial education in Florida's public community colleges and universities are described in this paper. First, a synthesis of the literature on remedial education yields the following recommendations: (1) skills training must be integrated into other college experiences; (2) cognitive skills…

Tutors' perceptions of their supervisor/leader in the Academic Skills/Learning Resources Center at Bowie State College were surveyed. Twenty tutors employed by the center through the Special Services for Disadvantaged Students project were administered the Leader Effectiveness and Adaptability Description questionnaire developed by Hersey and…

Seventy-four students from basic reading courses were surveyed to determine if the courses helped them with the reading and studying they had to do in other areas. In addition, 58 "regular" students were asked to assess their reading abilities and reading and study skills needs. Results indicated that most basic reading students were satisfied…

In 1996, the Illinois Board of Higher Education and the Community College Board jointly conducted a survey of remedial/developmental education in the state's public community colleges and universities. Data from the Integrated Postsecondary Education Data System were analyzed for 1995-96 and surveys were distributed to all public colleges and…

Results of a 1983 evaluation of Pennsylvania's ACT 101 programs, which provide support services to educationally and economically disadvantaged college students, are presented. Attention focuses on: the achievement and persistence of this population of students in 1975, 1977, and 1979; the attitudes of currently enrolled students; the attitudes…

This study examined the impacts of student gender, academic achievement (cumulative grade point average), familial influence, and academic aptitude/characteristics on intentional persistence at Grambling State University (Louisiana). The sample consisted of 219 students (188 developmental and 31 nondevelopmental) who had persisted beyond the…