Dismantling the Developmental Education Pipeline: Potent Pedagogies and Promising Practices That Address the College Readiness Gap

2017 ◽  
Vol 60 (6) ◽  
pp. 611-616 ◽  
Author(s):  
Laurie A. Henry ◽  
Norman A. Stahl
Keyword(s):  
Developmental Education ◽  
College Readiness ◽  
Promising Practices ◽  
Education Pipeline

scholarly journals Men and Masculinities

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Jessica Hale
Keyword(s):  
Community College ◽  
College Readiness ◽  
Promising Practices ◽  
Ann Arbor ◽  
Men's Development ◽  
Men And Masculinities ◽  
Theoretical Foundations

Book Review of: Daniel Tillapaugh and Brian L. McGowan (Eds.). Men and Masculinities: Theoretical Foundations and Promising Practices for Supporting College Men’s Development. Sterling, VA: Stylus Publishing, 2019. 235 pp. Softcover, $30.00. ISBN 978-1-62036-931-9. Reviewed by: Jessica Hale, Ed. D., Faculty, English and College Readiness, Washtenaw Community College, Ann Arbor, MI

Adding It Up: How the Florida College and Career Readiness Initiative Impacted Developmental Education

2017 ◽  
Vol 40 (2) ◽  
pp. 219-242 ◽  
Author(s):  
Christine G. Mokher ◽  
Daniel M. Leeds ◽  
Julie C. Harris
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Developmental Education ◽  
College Readiness ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
College And Career ◽  
Before And After ◽  
Florida College

The Florida College and Career Readiness Initiative (FCCRI) was a statewide policy requiring college readiness testing and participation in college readiness courses for high school students. We used regression discontinuity to compare outcomes for students scoring just above and below test score cutoffs for assignment to FCCRI. We also examined impacts for students from a wider range of academic performance by using a before-after regression analysis to compare outcomes for targeted students before and after their schools implemented the FCCRI. The FCCRI increased the likelihood of enrolling in nondevelopmental courses for some targeted students, although results differ by academic performance. However, smaller differences in the likelihood of passing nondevelopmental courses suggest that some students were not prepared for these courses.

scholarly journals A Pedagogy of Preparation: Helping Underprepared Students Succeed in College-Level Coursework in Community Colleges

2021 ◽  
Author(s):  
Rebecca L. Brower ◽  
Amanda N. Nix ◽  
Hollie Daniels ◽  
Xinye Hu ◽  
Tamara Bertrand Jones ◽  
...  
Keyword(s):  
Developmental Education ◽  
College Readiness ◽  
Educational Philosophy ◽  
State Level ◽  
Academic Preparation ◽  
Underprepared Students ◽  
College Level ◽  
Scaffolded Instruction ◽  
College System ◽  
Florida College

AbstractThis paper presents an overall educational philosophy of working with students underprepared for college-level work, which we term “a pedagogy of preparation.” We consider how instructors scaffolded instruction to foster college readiness in students who were now able to enroll in college-level work regardless of academic preparation after state-level legislation (SB 1720) that dramatically altered the delivery of developmental education in the Florida College System (FCS). We also consider how collaboration increased among campus personnel after the legislation to foster college readiness in students underprepared for college-level work.

scholarly journals Improving Indicators of College Readiness: Methods for Optimally Placing Students Into Multiple Levels of Postsecondary Coursework

2019 ◽  
Vol 42 (1) ◽  
pp. 87-109 ◽  
Author(s):  
Daniel M. Leeds ◽  
Christine G. Mokher
Keyword(s):  
Developmental Education ◽  
College Readiness ◽  
Placement Tests ◽  
Developmental Courses ◽  
School Grade ◽  
Cut Scores ◽  
Grade Point ◽  
College Course ◽  
Placement Accuracy ◽  
Multiple Levels

Over half of community college students place into developmental education, resulting in significant financial costs. We extend previous research demonstrating that using placement tests to assign students into developmental courses results in frequent misplacement. We use Florida data to explore the extent to which students are misplaced into their first college course by more than one level. Results suggest that moving away from placement tests and toward other metrics (like high school grade point average [GPA]) may not be as beneficial in Florida as was demonstrated in prior studies. Rather, it may be preferable to choose cutoffs that minimize misplacement than to use new metrics. States should consider their own unique contexts and examine whether they can improve placement accuracy by changing cut scores.

Re-Envisioning College Readiness Reforms: Florida's Statewide Initiative and Promising Practices in Other States

2019 ◽  
Vol 51 (2) ◽  
pp. 14-23 ◽  
Author(s):  
Christine G. Mokher ◽  
Elisabeth Barnett ◽  
Daniel M. Leeds ◽  
Julie C. Harris
Keyword(s):  
College Readiness ◽  
Promising Practices

An On-Ramp to Student Success: A Randomized Controlled Trial Evaluation of a Developmental Education Reform at the City University of New York

2021 ◽  
pp. 016237372110089
Author(s):  
Michael J. Weiss ◽  
Susan Scrivener ◽  
Austin Slaughter ◽  
Benjamin Cohen
Keyword(s):  
New York ◽  
Education Reform ◽  
Developmental Education ◽  
College Readiness ◽  
Controlled Trial ◽  
College Level ◽  
Intensive Instruction ◽  
Trained Teachers ◽  
The City ◽  
Education Courses

Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive time-intensive instruction in math, reading, and writing with a prescribed pedagogy delivered by trained teachers. The program aims to help students complete remediation and prepare for college-level courses. This article describes the results of an experiment at four community colleges (n ~ 3,800). We estimate that over 3 years, including one semester that students spent in the program and two-and-a-half years after the program was complete, CUNY Start substantially increased college readiness, slightly increased credit accumulation, and modestly increased graduation rates (by increasing participation in CUNY’s highly effective Accelerated Study in Associate Programs [ASAP]).

The Effects of an Intensive Postsecondary Transition Program on College Readiness for Adult Learners

2017 ◽  
Vol 67 (4) ◽  
pp. 302-321 ◽  
Author(s):  
James M. Kallison
Keyword(s):  
Adult Learners ◽  
Developmental Education ◽  
College Readiness ◽  
Mathematics Learning ◽  
Transition Programs ◽  
Assessment Instrument ◽  
Postsecondary Transition ◽  
Achievement Gains ◽  
Contact Hours ◽  
And Mathematics

Postsecondary transition programs have emerged to prepare adult learners to enter college with either limited or no remediation work needed in developmental education. This article examines the results of a pilot study, in which participants (ages 20 years and older who held GED® credentials or high school degrees) received accelerated instruction in reading, writing, mathematics, learning framework, and college knowledge. These transition programs, which took place at five sites in Texas, used a short-term (10 weeks or fewer) but intensive (at least 120 contact hours) cohort intervention model. Of the 20 pairs of pre- and postprogram assessments, which evaluated student achievement gains in reading, writing, and, mathematics, 18 resulted in statistically significant increases. However, many participants who realized achievement gains did not reach the college readiness benchmarks (as measured by the assessment instrument) in all three subject areas. However, evidence suggests that these students are better prepared academically than before the program.

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