As a continuation of a study of the effects of mandatory student placement in communications courses at Oakton College, a follow-up study was conducted of students enrolled in Communications 051, a developmental course. The study sought to assess the patterns of behavior of students enrolling in developmental communications courses, completion…

This document reports on student outcomes in developmental English and mathematics courses at Germanna Community College (Virginia) for the academic period 1994-2000. The study addressed four main issues: (1) the proportion of students enrolled in developmental math and English courses; (2) the success rate for students in developmental courses;…

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

This booklet provides some guidelines for preparing African American students for college. Parents' experiences with higher education are a key to shaping their expectations for their children, and the lack of direct parental experience can be a handicap for students who will be the first generation of their families to attend college. Educators…

Prepared by four state-appointed task forces, this report recommends policies and procedures for basic skills education in the State of Washington to assist local and statewide planning. Following introductory material on the mandate and members of the task forces, Section I considers the organization and management of developmental programs,…

In spring and fall 1988, a two-phase study was conducted at Nassau Community College to evaluate two courses in the mathematics program: Preparatory Mathematics (MAT 001) and Introductory Algebra (MAT 002). Pre- and post-tests for the classes were administered to assess student learning outcomes. The first phase of the study examined aspects of…

Discusses major issues facing the community college: the need to provide, along with open admission, adequate supportive services to ensure student success; the need for appropriate assessment of students' skills and careful placement in responsive educational programs; and the need to provide effective developmental education. Offers…

Focusing on the debate over the need for and appropriateness of remedial/developmental programs in higher education, this volume addresses policy issues related to the provision of such programs and presents state, national, and case study data. The following nine chapters are provided: (1) "Who Should Provide Postsecondary Remedial/Developmental…

A study was conducted at Laramie County Community College to assess the performance of developmental students and evaluate the effectiveness of the college's testing and placement system. The study tracked students entering in fall 1993 whose placement scores identified them as developmental to determine actual enrollment and performance in…

Three common policies used by English departments in Kuwait universities to accommodate the students in appropriate course types and levels are discussed and compared from a practical perspective. The three policies are concerned with placement tests and remedial courses and are intended to: (1) place students with high scores on the standardized…

Part of a systematic, in-depth assessment of Miami-Dade Community College's (MDCC's) educational programs, student support systems, and selected campus-level activities, this volume of the college's institutional self-study report examines the impact and effectiveness of prescriptive education at the MDCC. The report contains results of four…

Discusses Delgado Community College's new approach to student services, which has aligned the college's fundamental academic testing and placement functions with expanded career advisement and job placement services to create a logical progression of services. Highlights the roles of the Developmental Studies and Human Development Department and…

A study was undertaken at Arizona's Pima Community College (PCC) to determine the extent to which entering students took writing, reading, and mathematics placement tests and followed placement recommendations, as well as the relationship between the completion of recommended courses and subsequent academic performance. The study sample consisted…

Examines the impact of statewide mandatory testing and placement in Tennessee's community colleges on the retention and academic progress of minority students. Reports that attrition is higher for developmental students and higher for minority than White students. Few Blacks enroll directly in college-level courses and fewer still persist for…

Describes a study that compares successful and unsuccessful underprepared students using selected input, environmental, and output variables. Indicates that successful underprepared students completed developmental coursework in English and reading early in their college careers. Contains 17 references. (JDI)