Assesses Supplemental Instruction (SI), a voluntary academic assistance program aimed at improving at-risk student performance through small-group work. Analyzes data collected from a political science class supported by SI. Reports that SI has a positive short- and long-term impact on conditional students, and no impact on traditional students.…

Describes a student assignment that asks at-risk students to write letters to college freshmen on how to succeed in college. Explores ten common themes in the letters. Recommends the project because it is a good writing exercise for at-risk students and it is also beneficial for freshmen that can learn the tools needed for success. (Contains 20…

Investigates the effect of high-risk students' use of self-monitoring strategies and instructors' use of verbal prompts on students' participation in tutoring and supplemental instruction, and on academic achievement. Finds a significant difference between mean semester GPA of supplemental instruction attendees and nonattendees, but none between…

Reports that, based on a pilot study at the University of Missouri (Kansas City), high-risk students are more likely to participate in supplemental instruction sessions (SI) if they attend an accelerated learning group (ALG)/SI combination instead of only SI. Adds that those who attended the combination ALG/SI sessions instead of SI had higher…

Describes a study that explores the relationship between affective variables and mathematics achievement among high-risk students enrolled in developmental-mathematics courses. Finds that time taken from traditional instruction in college algebra to encourage persistence and problem-solving skills enhances spatial visualization, promotes…

Discusses criticisms of remedial courses and counters some with evidence from research. Describes the traditional approach to remedial-course delivery and explores alternatives, such as freshman seminars, supplemental instruction, paired courses, and critical-thinking instruction. Calls for a systematic relationship between assessment, advising,…

Compares the effectiveness of reading practice using computer software with practice using text-based materials in four community college developmental-reading classes. Indicates there was no significant difference in reading-gain scores between computer-assisted practice groups and text-based practice groups. Contains 13 references. (VWC)

Presents an interview with Edward Morante, Dean of Student Services and Learning Resources at College of the Desert (California), regarding the needs of high-risk community college students. Morante focuses on assessment, placement, basic-skills courses, student-support services, the learning-community concept, student involvement, and evaluation,…

Describes a study to determine the effect of package courses, (i.e., linked content and skills courses) on the educational outcomes of first-year developmental students. Finds that the experimental group had a higher mean grade point average than the control group, but only for the term of the course. (24 citations) (AJL)

Identifies six types of developmental studies students: those who made educational decisions adversely affecting their academic future; adult learners; students whose academic weaknesses were ignored; foreign students; handicapped students; and students with weak academic commitments. Suggests that developmental programs represent the only avenue…

Professor Shirley Chisholm responds to questions concerning the decline in minority higher education enrollments, student financial aid considerations, ways of fostering a climate of support for minority students, faculty behaviors, racism on campus, and family pressures on minority students. (DMM)

Offers research/theory-based ideas for teaching reading; e.g., adopt a cognitive-based philosophy; use transfer-oriented models; use process-oriented assessment; reconceptualize vocabulary development; use and train students in research-validated learning strategies; promote strategy control/regulation; use high-utility strategies for immediate…

Explains how teachers and counselors can use the Myers-Briggs Type Indicator (a self-reporting assessment tool based on Jungian personality-type theory) to help retain high-risk students. Reviews the information MBTI scores reveal about student interest, application/persistence, aptitude, learning type, most appropriate instructional method,…

Jacqueline Fleming, author of "Blacks in College," discusses the meaning of cultural diversity, African-American student achievement at historically black and predominantly white colleges, assisting underprepared minority students, educational climates for success, African-American and white students' experiences of college, fear of success among…

Describes a study of motivational factors influencing 19 first-year students who made the dean's list their first quarter in college, despite a poor academic performance in high school. Applies Weiner's attributional theory of motivation. Most students attributed their prior academic performance to a lack of motivation/effort. (DMM)