ERIC Number: ED342313
Record Type: Non-Journal
Publication Date: 1991-Jul
Reference Count: N/A
The Division of Developmental Studies, The University of Georgia.
Higbee, Jeanne L.; Dwinell, Patricia L.
This paper describes the development of the University of Georgia's Division of Developmental Studies--a program providing special developmental instruction to students who otherwise would not have been admitted to the school. It consists of four components: English, mathematics, reading, and counseling. The objectives of each of these components are presented. The report then discusses the program's development, goals, and objectives; the results and outcomes for students and the institution; resource allocation; and its potential for adaptation by other institutions. Among the information presented is the following: (1) between 85 and 90 percent of students matriculating in the program fulfill the requirements needed to go on to regular university work; (2) students from the program also persist at rates comparable to those of first-time entering freshmen; (3) although SAT (Scholastic Aptitude Test) and high school grade point averages are lower for students entering the program, results show no significant differences in their academic performance compared to other students in introductory English, mathematics, and social science courses; and (4) 46.1 percent of the students who completed the program graduated from the university, compared to 59.5 percent for all freshman matriculants. The appendix, which comprises most of the document, includes exit criteria, an annual breakdown of enrollment into the program since 1981 and an example of a weekly progress report. (GLR)
Descriptors: Academic Achievement, Academic Persistence, Access to Education, College Admission, College Freshmen, Comparative Analysis, Developmental Studies Programs, High Risk Students, Higher Education, Postsecondary Education, Program Development, School Counseling, School Holding Power, Skill Development, Student Development, Student Improvement
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A