This study examined whether a correlation was present between demographic variables and academic success at a two-year institution in Alabama. Developmental status, gender, and race were compared with pass/fail status in the first college-level math class and graduation status. Results indicated that the developmental math classes were effective…

Shortly after we published "Addressing Flawed Research in Developmental Education" (2012) in the "Journal of Developmental Education," Thomas Bailey, Shanna Smith Jaggars, and Judith Scott- Clayton from the Community College Research Center (CCRC) wrote a response rebutting several of our claims. Though their response corrects…

Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

This article provides insights from a 2-year, cross-site evaluation of state funded developmental education sites and serves as a focus article for response by those sites. Receiving grants from the Texas Higher Education Coordinating Board (THECB), nine sites (5 community colleges and 4 universities) implemented innovative developmental education…

Reports findings on the continued positive effect of remedial/developmental programs on both retention and academic performance of skills deficient students who entered both public and private higher education institutions in New Jersey. (Author/DMM)

Discusses the Gateway Program at New Jersey's Rutgers University, in which departments administer their own developmental classes. Describes reasons for the program's success, including small class sizes, providing students with gradual increases in autonomy, frequent assessment and feedback, and teaching strategies that require participation.…

Addresses the impact of Supplemental Instruction (SI) on students in a large urban university. Questions, specifically, what academic performance benefit is realized beyond the target course supported by SI, and whether SI participation strengthens the persistence patterns of particular student populations. Finds that SI has substantial impact on…

Describes two studies evaluating developmental reading instruction at Suffolk Community College, New York. One compared grade point averages (GPAs) for developmental reading students and two naturally occurring comparison groups. The other used pre- and posttest scores on the College Board's Computerized Placement Tests to document developmental…

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 longitudinal study of the effectiveness of Ramapo College's (New Jersey) remedial mathematics program as measured by computational and/or algebraic skills improvement; student retention of learned course content; and the success of former remedial students in subsequent mathematics courses as compared to nonremedial students in the…

Outlines a constructivist model for teaching basic mathematical concepts and processes to underprepared college students. Explores five types of classroom interaction incorporated into the model, including peer teaching, interactive teaching, and independent learning. Reports on an assessment of the constructivist approach at the University of…