College-Level Remedial Education in the Fall of 1989

List of Tables and Figures

Tables

Table 1: Percentage of institutions of higher education offering remedial courses and average number of courses offered in remedial reading, writing, and math, by institutional States, 1989-90 and average number of characteristics: United States, 1989-90
Table 2: Percentage of institutions unable to provide remedial-course enrollment data for all freshmen of for freshmen by racial/ethnic group, by institutional characteristics: United States, 1989-90
Table 3: Percentage of entering freshmen who enrolled in a remedial reading, writing, or math course and percentage of those enrolled who passed, by institutional characteristics: United States, 1989-90
Table 4: Percentage of institutions unable to provide remedial-course passing rates for all freshmen or for freshmen by racial/ethnic group, by institutional characteristics: United States, 1989-90
Table 5: Average number of persons teaching one or more remedial course in fall 1989, by institutional characteristics: United States, 1989-90
Table 6: Percentage of institutions with most frequent form of credit given for remedial courses in reading, writing, and math, by institutional characteristics: United States, 1989-90
Table 7: Percentage of institutions with most frequent requirement status for remedial courses in reading, writing and math, by institutional characteristics: United States, 1989-90
Table 8: Percentage of institutions using placement tests to select participants for remedial courses and percentage basing remedial-course exit skills on regular academic course entry skills in reading writing and math, by institutional characteristics: United States 1989-90
Table 9: Percentage of institutions letting students take any, some, or no regular academic courses while taking remedial courses in reading, writing and math, by institutional characteristics: United States, 1989-90
Table 10: Percentage of institutions housing most frequent providers of remedial education in reading, writing, and math within various administrative units, by institutional characteristics: United States, 1989-90
Table 11: Percentage of institutions conducting and rating first in importance certain types of evaluations of remedial programs, by institutional characteristics: United States, 1989-90
Table 12: Percentage of 4-year institutions maintaining baccalaureate degree graduation rates for certain types of freshmen, by institutional characteristics: United States, 1989-90
Table 13: Percentage of institutions providing certain academic support services specifically for students needing remediation, by institutional characteristics United States, 1989-90
Table 14: Percentage of institutions engaging in certain activities to reduce the need for remedial education, by institutional characteristics: United States, 1989-90
Table 15: Percentage of institutions offering remedial courses in reading writing and math, by institutional characteristics: United States, 1983-84 and 1989-90
Table 16: Percentage of freshmen enrolling in remedial courses in reading, writing and math, by institutional characteristics: United States, 1983-84 and 1989-90
Table 17: Number and percentage of institutions included in the study sample and the universe, by institutional characteristics: United States, 1989-90
Table 18: Number and percentage of institutions included in the study sample and the universe that reported the number of freshmen enrolled in a remedial/developmental reading course, by institutional characteristics: United States, 1989-90
Table 19: Standard errors of selected items Table 19 con't 2, Table 19 con't 3, Table 19 con't 4

Figures

Figure 1: Average number of persons at an institution teaching one or more remedial course in fall 1989, by type of institution: United States, 1989-90
Figure 2: Percentage of 2-year and 4-year institutions with certain requirement status for remedial courses in reading, writing, and math: United States, 1989-90
Figure 3: Percentage of institutions conducting different numbers of various types of evaluations of remedial programs: United States, 1989-90
Figure 4: Percentage of institutions conducting and rating first in importance certain types of evaluations of remedial programs: United States, 1989-90
Figure 5: Percentage of 4-year institutions maintaining baccalaureate degree graduation rates for certain types of freshmen: United States, 1989-90
Figure 6: Percentage of institutions providing different numbers of academic support services specifically for students needing remediation: United States, 1989-90
Figure 7: Percentage of institutions providing certain academic support services specifically for students needing remediation: United States, 1989-90
Figure 8: Percentage of institutions engaging in certain activities to reduce the need for remedial education: United States, 1989-90

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