The Location of Developmental Education in Community Colleges: A Discussion of the Merits of Mainstreaming vs. Centralization

2002 ◽  
Vol 30 (1) ◽  
pp. 27-44 ◽  
Author(s):  
Dolores Perin
2017 ◽  
Vol 11 (2) ◽  
pp. 133 ◽  
Author(s):  
Erin Doran

While developmental education in community colleges has the potential to prepare students for college-level work, its effectiveness and need is often questioned. Further, while Latinx students are overrepresented in developmental courses, there is a dearth of literature on their experiences in such courses and how to effectively serve their needs in developmental contexts. This article provides an overview of the literature related to Latinx students in developmental writing to point out areas that have been understudied and then introduces an Empowerment Framework for Latinx students, a model which combines a deeper understanding of language, power, and preparing Latinx students for college-level writing.


2019 ◽  
Vol 48 (1) ◽  
pp. 55-76
Author(s):  
Amanda N. Nix ◽  
Tamara Bertrand Jones ◽  
Rebecca L. Brower ◽  
Shouping Hu

Objective: Community colleges have long made higher education more accessible to students from diverse academic backgrounds, particularly those who are academically underprepared and require remediation. In light of developmental education (DE) reform, our article answers the following questions: How do campus personnel articulate the unique mission of Florida’s state colleges, formerly known as community colleges? Furthermore, how do they perceive the mandates of reform to have shaped their ability to carry out this mission? Method: This work is based on an embedded case study of 10 Florida College System institutions. Qualitative data were gathered between 2014 and 2018 from 544 college presidents, administrators, faculty, staff through 92 focus groups and 8 interviews. Results: Campus personnel strongly affirmed the mission of the Florida Colleges System as one of democratic equality. However, many were concerned that DE reform, namely Senate Bill 1720, prioritized efficiency over equality in the pursuit of cost savings. Specifically, participants expressed frustration that reforms accelerated DE coursework to an unmanageable pace and ignored the presence of a digital divide. Opinions of DE reform improved in the 4 years following implementation, but some concern persisted. Contributions: Our findings highlight the centrality of democratic equality to the community college mission for campus personnel. They also suggest that equality and efficiency need not always be opposing goals in education reform. Finally, they call into question social policy that universally promotes accelerated and computer-based courses without considering that some students may require accommodations.


2018 ◽  
Author(s):  
Lindsay Daugherty ◽  
Celia Gomez ◽  
Diana Carew ◽  
Alexandra Mendoza-Graf ◽  
Trey Miller

2018 ◽  
Author(s):  
Diana Carew ◽  
Lindsay Daugherty ◽  
Rita Karam ◽  
Trey Miller ◽  
Alexandra Mendoza-Graf

2015 ◽  
Vol 37 (3) ◽  
pp. 354-375 ◽  
Author(s):  
Charles T. Clotfelter ◽  
Helen F. Ladd ◽  
Clara Muschkin ◽  
Jacob L. Vigdor

2016 ◽  
Vol 45 (9) ◽  
pp. 496-507 ◽  
Author(s):  
Di Xu

Developmental education is the most common approach used by community colleges to assist underprepared students for college-level course work. Yet there is limited evidence regarding this strategy on students assigned to the lowest level of the developmental sequence. This paper extends current knowledge on this critical question by examining the impacts of different levels of developmental reading and writing on students’ academic outcomes. The results suggest that the impacts are generally insignificant for students on the margin of needing developmental course work, yet the estimates are negative on students assigned to the lowest level of the developmental sequence. The results therefore support the increasing national push to reform these programs.


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