In response to concerns about the additional costs and time-to-degree associated with traditional developmental education programs, several states and postsecondary systems have implemented corequisite reform where academically underprepared students take both a developmental education course and college-level course in the same subject area…

State policymakers in the United States have in recent years experimented with new initiatives to change the procedures used by public institutions to assess and assign academically underprepared students to non-credit developmental education (or remedial) courses. This study explores whether the most recent developmental education reform in…

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the classes of 2007-2013 who enrolled in postsecondary education and those enrolled…

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the Classes of 2007-2013 who enrolled in postsecondary education and those enrolled…

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the Classes of 2006-2012 who enrolled in postsecondary education and those enrolled…

Provides an annotated bibliography of materials from the ERIC system that highlight major policy issues in providing remedial/developmental education within higher education, as well as studies that have measured the effectiveness of these policies. (YKH)

Questions relating to the development of a classification of community college courses and services are discussed in this follow-up to a report submitted to the California Assembly in December 1979, which advised that funding of courses should not be based on credit/no credit status, and that further study of course classification and funding…

The Texas Academic Skills Program (TASP), implemented in 1989, requires student assessment in reading, writing, and math prior to regular college course work. Students undergo continuous remediation until they are able to pass the assessment test. Though TASP advocates argue that the program helps maintain academic standards and provides students…