This study analyzes Los Angeles City College (LACC) records for a six-semester period of students who took the Guidance Examination in fall 1970 and scored in the lowest quintile on both the vocabulary and reading sections of the examination. This score indicated that their reading level was at the eighth-grade level or lower. The students were…

Outlines progressive stages of the "Special Studies" developmental education program in the University of Georgia system. Illustrates the process by which prospective freshmen are identified as developmental students, placed in appropriate courses, and advanced to regular college credit classes. (DR)

Ten community colleges in Texas sent participants to a faculty and administrators' conference, whose purpose was to discuss all points covering basic-studies programs and to see where consensus and differences of opinion existed among the people who actually operate those programs. This transcript of the conference covers the following topics: (1)…

Placement exams are high-stakes assessments that determine many students' college trajectories. More than half of entering students at community colleges are placed into developmental education in at least one subject, based primarily on scores from these assessments, yet recent research fails to find evidence that placement into remediation…

The developmental education process, as it is typically implemented in colleges across the country, seems straightforward: underprepared students are assessed and placed into an appropriate developmental course sequence designed to prepare them for college-level work; once finished with the sequence, these students presumably then move on to…

The document contains three reports--annual, interim, and evaluation--on a project to organize resources for the planning and implementation of long range improvements in a comprehensive career education program. The report of the placement component describes activities which include an exiting placement program, career counseling, and the…

The advisement system at Prince George's Community College is designed to afford each student complete information and preparation for entry into appropriate courses. Student movement through the process is determined by whether the student is considered first-time, transfer, concurrent enrollment, a veteran, non-matriculated, handicapped,…

This paper examines remedial programs in colleges and discusses the relationship of those programs to diagnostic testing. The Basic Skills Placement Test (BSPT) is required of all College freshman in New Jersey public colleges. Mercer County Community College, used as an example throughout this paper, uses the BSPT as a basis for placing students…

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)

Purpose: The purpose of this paper is to describe how and why Texas A&M University at Qatar (TAMUQ) has developed a system aiming to effectively place students in freshman and developmental English programs. The placement system includes: triangulating data from external test scores, with scores from a panel-marked hand-written essay (HWE),…

Examines the following aspects of the relationship between assessment and student success: the developing relationship between assessment and instruction; a model comprehensive assessment and placement delivery system; a critical path for assessment and placement; campus studies; and student flow from assessment through instruction. (DMM)

The special nature of remedial programs and the variance in definitions, components, purposes, and structures are discussed to help institutional researchers design program evaluations. The term "remedial program" is used to refer to any combination of courses, support services, testing, placement practices, and institutional policies…

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…

A study was done of the specific program characteristics of remedial and developmental programs at institutions of higher education in the 15 states of the Southern Regional Education Board (SREB). The data and findings were part of a larger survey of public and private colleges and universities by SREB which examined remedial enrollment and the…

Describes South Suburban College's implementation of the Structured Open Access Model, an interventionist system that responds to underprepared students. (YKH)