The City University of New York (CUNY) is the largest urban public university system in the United States with approximately 100,000 students enrolled in associate degree programs. Similar to trends nationwide, many associate degree students come to CUNY underprepared for college-level classes and are assigned to take remedial or developmental…

Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive…

Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive…

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…

Community colleges offer a pathway to the middle class for low-income individuals. Although access to college has expanded, graduation rates at community colleges remain low, especially for students who need developmental (remedial) courses to build their math, reading, or writing skills. The City University of New York's (CUNY's) Accelerated…

Exploiting a statewide cutoff point on the placement examination used to assign students to remedial courses in Tennessee, this study employs a regression discontinuity research design to provide causal estimates of the effects on student outcomes of recently redesigned remedial courses at three Tennessee colleges. Moreover, using data on student…

The Learning Communities Demonstration is a national research project that is testing the effectiveness of learning communities in six community colleges across the United States: Merced College in California; The Community College of Baltimore County (CCBC) in Baltimore, Maryland; Hillsborough Community College in Tampa, Florida; Houston…

The Learning Communities Demonstration is a national research project that is testing the effectiveness of learning communities in six community colleges across the United States: Merced College in California; The Community College of Baltimore County (CCBC) in Baltimore, Maryland; Hillsborough Community College in Tampa, Florida; Houston…

Identifies ways in which remedial/developmental programs are like and unlike other academic programs for evaluation purposes. Offers a four-stage evaluation model representing four different levels of activity and points at which evaluation can be conducted. (DMM)

Addresses administrative questions surrounding the design of remedial programs. Focuses on administrative support, organizational structure, internal program design, testing programs, and program outcomes. Lists factors to be considered in designing and evaluating developmental studies programs. (AYC)

Describes a study of student writing completed in one basic writing program. Measures the effectiveness of individual papers written in the program's two-course sequence by rating each against a modified "primary-trait" scoring scale. Finds that students made gains in the trait areas examined. (EMH)

Various aspects of the goals and processes of the evaluation of remedial programs are discussed in this paper. The first section discussses assumptions related to remedial program evaluation in California's community colleges and highlights two perspectives, based on whether the remedial programs satisfy internal and/or external criteria. Next, a…

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)

The report discusses the findings of a study on the reading and writing demands of college-level courses at Maryland's Charles County Community College (College of Southern Maryland as of July 1, 2000). The Language and Literature Department wanted to determine whether its developmental courses were actually preparing students for the reading and…

Discusses the need for and the skill development and comprehensive approaches to postsecondary developmental education. Describes three models of student assessment/placement and proposes a five-step model. Considers the establishment of proficiency standards, screening test selection, student processing, assistance centers, and evaluation. (AYC)