Table 1: Institutions offering remedial courses in fall 1995, by subject area and institutional characteristics
Table 1a: Standard errors: Institutions offering remedial courses in fall 1995, by subject area and institutional characteristics
Table 2: Mean number of remedial courses offered in fall 1995, by subject area and
institutional characteristics
Table 2a: Standard errors: Mean number of remedial courses offered in fall 1995, by subject area and institutional characteristics
Table 3: Freshman remedial enrollment in fall 1995, by subject area and
institutional characteristics
Table 3a: Standard errors: Freshman remedial enrollment in fall 1995, by subject area and institutional characteristics
Table 4: Perceptions of change in the number of students enrolled in remedial
courses at the institution in the last 5 years, by institutional characteristics: 1995
Table 4a: Standard errors: Perceptions of change in the number of students enrolled in remedial courses at the institution in the last 5 years, by institutional characteristics: 1995
Table
5: Approximate average length of time a student takes remedial courses at the institution, by institutional characteristics: 1995
Table 5a: Standard errors: Approximate average length of time a student takes remedial courses at the institution, by institutional characteristics: 1995
Table 6: Mean percent of students generally passing
or successfully completing remedial courses, by
subject area and institutional characteristics: 1995
Table 6a: Standard errors: Mean percent of students generally passing or successfully completing remedial courses, by subject area and institutional characteristics: 1995
Table 7: Most frequent form of credit given for remedial courses in fall 1995,
by subject area and institutional characteristics
Table 7a: Standard errors: Most frequent form of credit given for remedial courses in fall 1995, by subject area and institutional characteristics
Table
8: Most frequent requirement status for remedial courses in fall 1995,
by subject area and institutional characteristics
Table 8a: Standard errors: Most frequent requirement status for remedial courses in fall 1995, by subject area and institutional characteristics
Table 9: Usual selection approach for remedial courses in fall 1995, by subject area
and institutional characteristics
Table 9a: Standard errors: Usual selection approach for remedial courses in fall 1995, by subject area and institutional characteristics
Table 10: Location within the institution of the most frequent providers of remedial
education in fall 1995, by subject area and institutional characteristics
Table 10a: Standard errors: Location within the institution of the most frequent providers of remedial education in fall 1995, by subject area and institutional
characteristics
Table
11: Institutions offering any English as a second language (ESL) for college
students, and whether the ESL courses are considered to be remedial courses,
by institutional characteristics: 1995
Table 11a: Standard errors: Institutions offering any English as a second language (ESL) for college students, and whether the ESL courses are considered to be remedial courses, by institutional characteristics: 1995
Table 12: Times when remedial courses are offered, by institutional
characteristics: 1995
Table 12a: Standard errors: Times when remedial courses are offered, by institutional characteristics: 1995
Table 13: Whether state policies or laws affect higher education institutions remedial education offerings, and how those policies or laws affect
remedial offerings, by institutional characteristics: 1995
Table 13a: Standard errors: Whether state policies or
laws affect higher education institutions' remedial
education offerings, and how those policies or laws
affect remedial offerings, by institutional
characteristics: 1995
Table 14: Limitation on the length of time a student may take remedial courses at
the higher education institution, and how the time limit on remediation is
set, by institutional characteristics: 1995
Table 14a: Standard errors: Limitation on the length of time a student may take remedial courses at the higher education institution, and how the time limit on remediation is set, by institutional characteristics: 1995
Table 15: Percent of higher education institutions offering remedial courses, mean number of different remedial courses offered, percent of freshmen enrolled in remedial courses, and percent of institutions giving elective degree or institutional credit for remedial courses in academic year 1983-84, fall 1989, and fall 1995
Table 15a: Standard errors: Percent of higher education institutions offering remedial courses, mean number of different remedial courses offered, percent of freshmen enrolled in remedial courses, and percent of institutions giving elective degree or institutional credit for remedial courses in academic year 1983-84, fall 1989, and fall 1995
Table 16: Number and percent of higher education institutions in the study that
enroll freshmen, and the estimated number and percent in the nation,
by institutional characteristics: 1995
Table 17: Standard errors for the figures and for data not shown in tables: 1995
Figures
Figure 1: Numbers of different remedial courses offered in fall 1995, by subject area
Figure 2: Percent of 1994-95 full-time entering
freshmen continuing at the institution to the start of
their second year
Figure 3: Reasons institutions did not offer remedial
courses in fall 1995
Figure 4: Type of restrictions on regular academic
courses that students can take while taking remedial
courses in fall 1995, by subject area
Figure 5: Remedial course offerings in academic subjects other than reading, writing,
or mathematics, by institutional type: 1995
Figure 6: Combinations of time periods for remedial course offerings: 1995
Figure 7: Provision of remedial education services/courses to local business and industry, by institutional type: 1995