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Barajas, H. L. (2001). Is developmental education a racial project? Considering race relationships in developmental education spaces. In D. B. Lundell, & J. L. Higbee (Eds.), Theoretical perspectives for developmental education (pp. 65-74). Minneapolis, MN: Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota. Retrieved July 4, 2004, from: http://www.gen.umn.edu/ research/crdeul/publications.htm
The author states in the preface to the article that as a sociologist teaching in a developmental education unit, it was clear that both disciplines, sociology and education, revolved around White theories, create spaces that are inherently White, and create a culture of Whiteness that is more apt to study persons of color than to utilize their skills, talents, and ideas. The theoretical arguments and empirical evidence in this article explore the possibility that schools are what critical theory terms a racial project in which everyday school experiences and the school process are racially organized. Often, participants in racial projects silences students of color, and creates barriers to resources much like gendered spaces silence and create barriers for women.

Package Courses

Wilcox, K. S., delMas, R. C., Steward, B., Johnson, A. B., & Ghere, D. (1997). The "package course" experience and developmental education. Journal of Developmental Education, 20(3), 18-20, 22, 24, 26.
The effect of package courses-based on the learning community model-on several educational outcomes was investigated for linked courses: a content course; an academic success/study skills course; and, in some cases, a noncredit math course. Package course students earned higher student outcomes and additional qualitative benefits were observed at the General College of the University of Minnesota.

Learning Communities

Tinto, V. (1998). Leaning communities and the reconstruction of remedial education in higher education. Journal of Higher Education, 68(6), 599-623. A version of the document retrieved July 4, 2004, from: http://soeweb.syr.edu/faculty/vtinto/files/%20 Learning %20Better%20Together.pdf
The author suggests that variations of learning communities are more effective than stand-alone remedial courses for underprrepared students. A number of institutions have successful concurrently enrolled developmental students in reading courses that are linked to an academic content course which result in higher student outcomes than students enrolled in classes where the curriculum is not coordinated.

Accelerated Learning Groups

Stansbury, S. (2001). Accelerated Learning Groups enhance Supplemental Instruction for at-risk students. Journal of Developmental Education, 24(3), 20-22, 24, 26, 28, 40.
In order to both increase Supplemental Instruction (SI) attendance by a wider range of students and improve academic achievement, Accelerated Learning Groups (ALGs) were developed. A pilot study investigated whether at-risk students who participated in an ALG/SI combination demonstrated higher self-efficacy and SI attendance than those who participated in only SI. Results suggested that at-risk students were more likely to participated in 12 or more SI sessions if they attended an ALG/SI combination than if they attended only SI. In addition, the range of final grades was higher for those who attended an ALG/SI combination than for those who attended only SI. The development of prerequisite skills was essential for the efficacy of SI to serve academically underprepared students who may shun the very academic intervention that would be of most help to them. Additional research is warranted to investigate this area.

Ten Recommendations from the Research

Stahl, N. A., Simpson, M. L., Hayes, C. G. (1992). Ten recommendations from research for teaching high-risk college students. Journal of Developmental Education, 16(1), 2-4, 6, 8, 10.
One of the most cited articles in developmental education, the authors drew on recent research to identify critical practices related to higher student outcomes for students who are academically underprepared.

Recommeded Reading and Learning Strategies

Simpson, M. L., Stahl, N. A., & Francis, M. A. (2004). Reading and learning strategies: Recommendations for the 21st century. Journal of Developmental Education, 28(2), 2-4, 6, 8, 10-12, 14-15, 32.
This is a follow-up to the widely cited publication from Stahl, Simpson, and Hayes (2000) that identifies more critical practices that improve outcomes for students participating in developmental education activities and programs.

Video-based Supplemental Instruction

Martin, D. C., & Blanc, R. (2001). Video-based Supplemental Instruction. Journal of Developmental Education, 24( 3), 12-14, 16, 18, 45.
Developed at the University of Missouri-Kansas City, Video-based Supplemental Instruction is an interactive information processing and delivery system that helps academically at-risk students master rigorous course content as they concurrently develop and refine reasoning and learning skills. Rather than requiring prerequisite enrollment in a traditional developmental course, VSI is a learning system that mainstreams the best practices of developmental education into historically-difficult core curriculum courses such as Western Civilization I, College Algebra, or General Chemistry. The VSI program has been replicated at other institutions in the U.S. and abroad at the secondary and postsecondary level.