Educators in the Northern Plains have long discussed dropout rates among American Native youth. Human potential is lost in allowing any one American Native student to drop out of school. The problems among this group of adolescents are apparent, yet nebulous. This document investigates the complexities of achieving school success among American…

From the assumption that matching a student's learning style with the learning method best suited for the student, it follows that developing courses that correlate learning method with learning style would be more successful for students. Albuquerque Technical Vocational Institute (TVI) in New Mexico has attempted to provide students with more…

The "CEI-PEA Alert" is an advocacy newsletter that deals with topics of interest to all concerned with the New York City public schools. This issue includes: (1) Practical Skills & High Academic Standards: Career Technical Education; (2) Parents: Help Your Children Gain "Soft Skills" for the Workforce; (3) Culinary Arts…

With the education spotlight shifting to secondary schools and conversations about dropout rates, high school redesign, and workforce readiness taking place in government agencies, schools, universities, businesses, and foundations across the country, teenagers have become a focus of serious policy discussion. It is imperative that the evolving…

Over the last decade the Australian higher education sector has become increasingly reliant upon the income generated by overseas fee-paying students. Yet the experiences of these students are sometimes traumatic, and institutions have been slow to develop appropriate structures to support them. The authors report on recent efforts to overcome…

In 1996, the Illinois Board of Higher Education and the Community College Board jointly conducted a survey of remedial/developmental education in the state's public community colleges and universities. Data from the Integrated Postsecondary Education Data System were analyzed for 1995-96 and surveys were distributed to all public colleges and…

In fall 1996, Maryland's Prince George's Community College (PGCC) undertook an analysis of the number of underprepared students enrolled the college and their academic progress. Findings, based on outcomes for 1,596 students entering PGCC in fall 1996 who completed placement tests in reading, English composition, and mathematics, included the…

The differences in academic performance among two levels of provisionally accepted (Learning Support) college students--System-placed (S) and Institutionally-placed (I)--and other students were investigated. Of 523 Learning Support students in a required reading course (RDG 099A), 402 students exited the course. Chi-square analyses and t-tests…

This study examined the impacts of institutional and instructional stressors on college students' intentional persistence. The study used a causal-comparative design with 219 students (188 developmental and 31 nondevelopmental) who had persisted beyond freshman and developmental curricula at Grambling State University (Louisiana). Of these…

This study attempted to identify indicators of success for developmental education students, particularly underprepared African American students enrolled at a predominantly Black university. The sample for the study included 922 students who responded to an 8-item questionnaire, which consisted of both traditional and non-traditional variables.…

Two models of literacy stand in contrast to one another. The first, termed the "autonomous model" by British anthropologist Brian Street, portrays literacy as a value-free, technical skill which effects uniformly positive changes in both individuals and societies. The "ideological model," in contrast, focuses on specific social…

This paper reports on the results of a survey of remedial programs at public and private colleges and universities in the southern region of the United States and highlights remedial education patterns by state, race, and gender. Responses were received from 606 of the 826 institutions surveyed (73%). Among the report's findings are the following:…

Successful college instruction programs have two features that are associated with increased grade point averages and retention: (1) they are comprehensive and meet student needs, and (2) they are better institutionalized into the academic mainstream of the college or university. Several program characteristics are crucial to learning improvement,…

Since 1974, Cincinnati Technical College (CTC) has offered a Developmental Education (DE) program designed to upgrade students' skills in mathematics, reading, English, and basic sciences, as well as study and interpersonal skills. The DE program offers students, particularly those with low combined Differential Aptitude Test (DAT) scores, a…

Southern College of Technology (SCT) is the only institution in the University of Georgia system to offer a developmental physics course to give students with no previous physics coursework the conceptual background and vocabulary needed to complete SCT's physics requirements. The eight sections of the developmental course focus on: (1) literal…