This resource provides data on the use of assessment instruments and uniform cut scores. The cut scores presented in this resource are the lowest scores a student can receive on an assessment to be considered college-ready. An asterisk indicates that the state uses a subject area test score for the SAT. "SAT (new)" refers to scores…

Colleges throughout the United States are evaluating the effectiveness of the strategies used to decide whether to place students into college-level or developmental education courses. Developmental, or remedial, courses are designed to develop the reading, writing, or math skills of students deemed underprepared for college-level courses, a…

Three types of evaluation methods are discussed in terms of their use in evaluating both cognitive and affective learning in developmental programs: standardized tests; criterion-referenced tests; and naturalistic inquiries. Section I looks at the complexities of learning and the inherent difficulties in judging the quality and quantity of what is…

Flow charts, tables, and lists are used to illustrate a program evaluation model to be used in evaluating compensatory studies in higher education. Student progress is followed along an identification/selection/admission chart, incorporating program goals and student need measurement. Measures of individual and collective student progress are…

The history of learning assistance (e.g., courses, tutorials, and counseling) in U.S. senior colleges is traced, starting with the period 1830-1875. With the establishment of New York University in 1830 came a growth of liberal education over classical training and a new emphasis on instruction in English and preparatory education. When the 1862…