They Came to College? A Remedial/Development Profile of First-Time Freshmen in SREB States. Issues in Higher Education No. 25.

Autor/in	Abraham, Ansley A.
Institution	Southern Regional Education Board, Atlanta, GA.
Titel	They Came to College? A Remedial/Development Profile of First-Time Freshmen in SREB States. Issues in Higher Education No. 25.
Quelle	(1991), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Freshmen; College Preparation; Comparative Analysis; Developmental Studies Programs; Enrollment; High Risk Students; Higher Education; Minority Groups; Private Colleges; Public Colleges; Remedial Instruction; Remedial Programs + Suchen Sie Ihr Suchwort? Studienanfänger; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Einschulung; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Privathochschule; Förderkurs; Förderprogramm
Abstract	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: (1) remedial enrollment at private institutions in the region (32%) is only slightly lower than the rate at public institutions (36%); (2) states that have mandatory testing and placement policies tend to have higher percentages of freshmen in remedial courses; (3) remedial enrollment rates for Blacks and Hispanics are consistently one and one-half to two times that of White students; (4) 38.5% of entering freshmen need remedial assistance in mathematics; and (5) remedial enrollment at most public and private institutions has increased since 1984; two-year colleges had the most increase, doctoral institutions had the least, but an average 25% of freshmen at doctoral institutions needed at least one remedial course. The report explores the implications that high levels of underpreparation present among Black and Hispanic students, as well as ethical questions raised by having college-level remedial programs. It is suggested that colleges and universities closely examine their expectations for remedial students and the institution's willingness to invest in the quality of program necessary to get students ready for full-time college work. (10 references, 10 tables) (GLR)
Anmerkungen	Southern Regional Education Board, 592 Tenth Street, N.W., Atlanta, GA 30318-5790.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01