Currently, many community colleges are struggling with poor student success rates in developmental math. Therefore, this qualitative study focused on employing best practices in developmental mathematics at an urban community college in Dayton, Ohio. Guiding the study were the following research questions: What are the best practices utilized by a…

In this article, we examined the extant literature regarding college-readiness in math for students entering community colleges. Included in this review are the following topics: (a) the role of community colleges between secondary and postsecondary institutions; (b) national initiatives for college-readiness standards in math; (c) Texas…

This paper presents a qualitative study that used classroom observations, faculty interviews, and student interviews to investigate the meaning and importance of seven non-cognitive variables to a cohort of developmental writing students at an urban community college. The variables studied included finances, study management, college surroundings,…

Examines academic success and retention of first-year students in need of developmental education at a small private university to determine which variables are predictive of academic achievement, retention, and a GPA of 2.5 or higher. Results support other studies that indicate high school performance is the best indicator of success in college.…

Investigates whether aptitude/achievement subgroups of developmental college students differ in their reported use of self-regulated learning strategies, task value, and grade expectations. Reports that only low-achieving and low-aptitude students differed significantly from their peers, indicating that subgroups may have a greater need for…

Describes a study that contrasted General Education Development (GED) program students to a group of adults who had recently completed the GED and had then "transitioned" into the college's academic programs. Finds that transition students' enjoyment of learning, studying practices, and satisfaction with the GED program were significantly greater…

Describes a study of community college students attending a City Colleges of Chicago campus, who received high grades through diligent study rather than high aptitude. Interviews conducted with 26 students revealed that participation in learning, review/restudy, selectivity in classes and teachers, and planning were responsible for students'…

Identifies failings in the notions of cultural literacy espoused by Hirsch, Bloom, Bennett, and Ravitch. Discusses the dangers of reacculturation as an educational aim. Urges educators to consider the cultural adjustments they ask their students to make to succeed academically and the support students are given. (DMM)

Describes Erie Community College's computerized system to help curriculum advisors better assess each student's reading and writing competency level and track their completion of required courses. Illustrates the system's provision of information on placement tests and developmental courses taken, and whether a required composition course has been…

Suggests that reading students be taught to write symbolic codes alongside the text to identify new terms, similarities in ideas, cause-effect relationships, important or difficult ideas, etc.; and to use mnemonics to record their responses to the text (e.g., whether they were bored, confused, surprised, or in agreement). (PAA)

Describes a study of gender-based differences in community college students' writing and mathematical skills and performance in college-level writing and math classes following remedial coursework. Reports disparities favoring males in elementary algebra skills and favoring females in writing skills. Finds no gender-based differences in…

Asserts that taking Introduction to College Writing, a fundamental writing course at Central Missouri State University, improves student academic achievement by developing their basic writing skills and preparing them for more advanced, general education writing courses. (VWC)

Describes a study of the comprehension strategies used by four community college developmental reading students, comparing results for two "less able" and two "more able" readers. Reports that the "more able" readers employed interpreting strategies more often than the "less able" readers. Reviews implications for teachers. The questionnaire is…

Describes the design and implementation of a Spiral Model for the introduction and repeated practice of study strategies, based on Taba's model for social studies. In a college reading and studies strategies course, key strategies were introduced early and used through several sets of humanities and social and physical sciences readings. (Contains…

Describes a study involving a set of 3 interviews conducted with 11 community college developmental reading students at the beginning, end, and 2 months after instruction in reading strategies to determine how the students defined their views of reading and of themselves as readers. Reports improvements in reading skills, self-efficacy, and…