Using interview data from students at three community colleges, this paper examines shifts in confidence that students experience early in their college careers.
This paper compares the academic outcomes of students at Chabot College who participated in an accelerated, one-semester developmental English course and those who enrolled in a two-semester sequence.
Drawing on a scan of remedial reform efforts and fieldwork at 11 colleges, this paper examines trends in reform implementation and provides a framework for strengthening reform efforts and institutional capacity.
A study of College 101 courses at three community colleges in Virginia suggests that these courses could have long-term impacts if they focused more on the application and practice of learned skills.
