scholarly journals An Empowerment Framework for Latinx Students in Developmental Education

2017 ◽  
Vol 11 (2) ◽  
pp. 133 ◽  
Author(s):  
Erin Doran
Keyword(s):  
Community Colleges ◽  
Developmental Education ◽  
Developmental Writing ◽  
College Level ◽  
Developmental Courses ◽  
Developmental Contexts

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.

Assistance or Obstacle? The Impact of Different Levels of English Developmental Education on Underprepared Students in Community Colleges

2016 ◽  
Vol 45 (9) ◽  
pp. 496-507 ◽  
Author(s):  
Di Xu
Keyword(s):  
Community Colleges ◽  
Developmental Education ◽  
Current Knowledge ◽  
Underprepared Students ◽  
College Level ◽  
Developmental Sequence ◽  
Critical Question ◽  
Course Work ◽  
The Impact ◽  
Different Levels

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.

The Impact of Corequisite Math on Community College Student Outcomes: Evidence from Texas

2021 ◽  
pp. 1-45
Author(s):  
Akiva Yonah Meiselman ◽  
Lauren Schudde
Keyword(s):  
Community Colleges ◽  
Developmental Education ◽  
Degree Completion ◽  
Traditional Approach ◽  
Community College Student ◽  
College Level ◽  
Remedial Courses ◽  
College Student Outcomes ◽  
The Impact ◽  
Student Completion

Abstract Developmental education (dev-ed) aims to help students acquire knowledge and skills necessary to succeed in college-level coursework. The traditional prerequisite approach to postsecondary dev-ed—where students take remedial courses that do not count toward a credential—appears to stymie progress toward a degree. At community colleges across the country, most students require remediation in math, creating a barrier to college-level credits under the traditional approach. Corequisite coursework is a structural reform that places students directly into a college-level course in the same term they receive dev-ed support. Using administrative data from Texas community colleges and a regression discontinuity design, we examine whether corequisite math improves student success compared with traditional prerequisite dev-ed. We find that corequisite math quickly improves student completion of math requirements without any obvious drawbacks, but students in corequisite math were not substantially closer to degree completion than their peers in traditional dev-ed after 3 years.

scholarly journals Do Colleges Perform the Same Following Developmental Education Reform? The Case of Florida’s Senate Bill 1720

2021 ◽  
Author(s):  
Xinye Hu ◽  
Shouping Hu
Keyword(s):  
Education Reform ◽  
Developmental Education ◽  
White Students ◽  
Rural Areas ◽  
Institutional Characteristics ◽  
College Level ◽  
Passing Rates ◽  
College System ◽  
Institutional Differences ◽  
Florida College

AbstractDevelopmental education (DE) reform took place among the 28 Florida College System (FCS) institutions in 2014. In this study, we examine how cohort-based passing rates in college-level English and math courses changed at different colleges for pre- and post-policy period and explore what institutional characteristics were related with various institutional trajectories of cohort-based course passing rates in the post-policy period. Employing longitudinal data analysis, we found that colleges performed similarly regarding cohort-based passing rates in both college-level English and combined math courses before DE reform and had a similar elevation in the cohort-based English course passing rates when DE reform took place in 2014. However, colleges experienced different change patterns in the years following DE reform. Specifically, colleges located in rural areas and with more White students experienced relatively lower college-level English passing rates in the post-policy period than their counterparts. Different colleges had slight differences in the trajectory of college-level math passing rates by cohort after SB 1720 in 2014, but institutional characteristics in this study did not adequately capture inter-institutional differences.

scholarly journals Policies and Curriculums

2020 ◽  
Vol 5 (2) ◽  
pp. 1-12
Author(s):  
Candace Chambers
Keyword(s):  
Community Colleges ◽  
The United States ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Developmental Courses ◽  
Academic Needs ◽  
Global Competitiveness ◽  
Global Citizens ◽  
College And Career ◽  
Remedial Intervention

College and career readiness is a focal area within the United States for student achievement within the context of global competitiveness. Despite recent efforts to focus on the college and career readiness of America’s students, national data has proven that many students are not prepared for college and need remedial intervention upon entrance into college. This discussion focuses on efforts at community colleges, specifically in the area of literacy, as they work to increase student retention and student success. Recent methods include developmental courses, co-requisite models, and statewide initiatives to determine how to best meet students’ academic needs, while considering faculty voice and administrative and cost efficiency. Community colleges can serve as grounds to determine how various models of remediation work to ensure that college students can be served in the best capacity for their academic needs, excel in their programs of choice, and in turn, be competitive global citizens. 

Contextualizing Instruction for Struggling Writers

2021 ◽  
Vol 21 (1) ◽  
pp. 170-178
Author(s):  
Lisa Nienkark
Keyword(s):  
Developmental Education ◽  
Pilot Project ◽  
College Level ◽  
Writing In The Disciplines ◽  
Struggling Writers ◽  
Reading And Writing ◽  
The Past ◽  
Skills Lab ◽  
Writing Course ◽  
Version 2.0

During the past decade, much reform has taken place within reading and writing developmental education at community colleges. One area of reform has focused on reducing the number of developmental education credits taken while accelerating the students’ literacy growth. This article describes a pilot project where, instead of taking a developmental education reading and writing course, the students co-enrolled in a zero-credit social sciences skills lab and at least one college-level gateway course. The lab focuses on reading and writing in the disciplines. Using classroom examples, the article also outlines the pedagogical approaches used in the lab. This 2018–19 pilot was characterized as promising, using prescribed institutional success metrics; as a result, version 2.0 will be implemented for 2021–22.

Views of Technology Importance for Developmental Students at the Community College Level

2019 ◽  
pp. 196-216
Author(s):  
Michael S. Dillard
Keyword(s):  
Community College ◽  
Developmental Education ◽  
Supplemental Instruction ◽  
Developmental Students ◽  
College Level ◽  
University Administrators ◽  
Policy And Practice ◽  
Program Manager ◽  
Future Policy ◽  
College Setting

This qualitative study examined the perceptions of nontraditional developmental education students in a community college setting. This study describes adult, nontraditional students' perceptions of their experiences, college supports, and best teaching practices which helped them to succeed. Interview data were obtained from four students, a supplemental instruction leader, and a program manager. Participant responses included themes about the conditions and challenges which the students face, as well as recognition of the intentional engagement practices on the part of the college infrastructure which students perceived to be most helpful and supportive to them. This data can provide valuable information to university administrators, college advisors, and classroom faculty, as well as inform future policy and practice.

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