Martinez, S., Snider, L. A., & Day, E. (2003). Remediation in higher education: A review of the literature. Topeka, KS: Kansas State Board of Education. Retrieved July 4, 2004, from: http://www.ksde.org/pre/postsecondary_remediation.doc This national survey of developmental education dealt with the following issues: reason for DE enrollment levels; strategies to reduce need for DE; institutional type to provide DE; financial responsibility for DE; factors that make DE more effective; and suggested DE research topics. The report concludes with a state by state analysis of DE by identifying the following features: annual cost, enrollment percentage, state laws and policies or proposed changes, and restrictions on provision of DE.

Lizotte, R. (1998). Access and quality: Improving the performance of Massachusetts Community College developmental education programs. Boston, MA: Massachusetts Community College System. The Massachusetts Community College Developmental Education Committee was charged to identify practices and models for adoption by the state's community colleges. Some of the recommendations include the following four areas. Assessment and Placement: mandatory comprehensive assessment of all incoming students; mandatory placement into appropriate courses. Curriculum Design and Delivery: comprehensive developmental curriculum; exit criteria for each developmental course; conduct continuous outcome research to measure program effectiveness. Support Services: monitor student success through intrusive advising; provide tutors and Supplemental Instruction program. Organizational Structure: professional development of faculty; fund full-time faculty to teach developmental courses.

Jenkins, D., & Boswell, K. (2003). State policies on community college remedial education: Findings from a national survey. Washington, D.C.: Center for Community College Policy, Education Commission of the States. Retrieved February 26, 2005, from http://www.communitycollegepolicy.org/pdf/FINAL%20REMEDIAL%20POLICY.pdf These changes have increased enrollment in remedial education at public community colleges. Most states have instituted evaluation programs to monitor such enrollment at the community college and transfer to four-year institutions.

Jehangir, R. R. (2002). Higher education for whom? The battle to include developmental education at the four-year university. In J. L. Higbee, D. B. Lundell, & I. M. Duranczyk (Eds.), Developmental education: Policy and practice (pp. 17-34). Auburn, GA: National Association for Developmental Education. This article was an early one that forecast of increased pressure for access programs and developmental educaiton at large public four-year universities. This would eventually occur at the University of Minnesota when the General College was closed after a strategic restructuring of the institution.

Furlong, T., & Fleishman, S. (2000). College preparatory program agreements between state universities and community colleges: A Level 1 review. Tallahassee, FL: Florida State Board of Community Colleges. (ERIC Document Reproduction Service No. ED440716). There is increased discussion among state policy makers to differentiate missions of public two-year and four-year institutgions. Some of these discussions include placing access programs and developmental education primarily with two-year institutions. Such an arrangement occured decades ago in the Florida public higher education system.

Cunningham, A., Redmond, C., & Merisotis, J. (2003). Investing early: Intervention programs in selected U.S. states. Montreal, Canada: The Canada Millennium Scholarship Foundation. Retrieved July 4, 2004, from http://www.millenniumscholarships.ca/images/Publications/investingeng_web2.pdf More attention is placed on earlier academic preparation programs for potential college students. Rather than focusing on high school juniors and seniors, the research clearly suggests reaching into middle school to begin the preparation and transition process for college, especially those students who would be first-generation college or from historically-underrepresented backgrounds.

Boylan, H. R., Saxon, D. P., & Boylan, H. M. (2002). State policies on remediation at public colleges and universities. Unpublished manuscript, National Center for Developmental Education, Appalachian State University, Boone, NC. Retrieved July 4, 2004, from: http://www.ced.appstate.edu/centers/ncde/reserve%20reading/state%20 Policies.htm This is probably the most comprehensive and accurate national survey of current policies regarding access education and developmental education. It illustrates how mixed the state policies are across the U.S. regarding opportunities for students.