Equality, Efficiency, and Developmental Education Reform: The Impact of SB 1720 on the Mission of the Florida College System

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.

Mission Evolution and International Community Colleges

With its focus on opportunity and access, the mission of community colleges in the United States has allowed millions of otherwise non-included populations to receive two years of higher education. Thus, these graduates have contributed to the citizenry of the U.S. and to their own social and economic statuses. In this chapter, the authors focused on that mission as it applies to international community colleges, a growing phenomenon in many divergent countries. Instead of locking themselves into a role of offering a standard for international colleges in regards to their missions, the authors offered multicultural foci built on the cultural texts of those colleges. In addition, while it seemed obvious that the impact of the features of the American Community College mission had influence over the rise of international community colleges, their own definitions of services, issues, and needs must take precedence over simple emulation of practices.

The Function to Serve: A Social-Justice-Oriented Investigation of Community College Mission Statements

This study investigated the ways that mission statements from 70 Hispanic-serving community colleges communicated their commitment to their Hispanic-serving function. Reference specifically to the Hispanic-serving function was absent, but references to culture and access were relatively common. Findings describe the ways culture and access were used in the mission statements. The article suggests more explicit reference to the Hispanic-serving nature of the institution in materials readily available to the public.