Advocates of online learning are optimistic about its potential to promote greater access to college by reducing the cost and time of commuting and, in the case of asynchronous approaches, by allowing students to study on a schedule that is optimal for them. This goal of improved access has been one of the top motivators for postsecondary institutions to expand their distance education offerings, which has in turn helped drive a strong increase in online course enrollments over the last decade. A series of technologybased classroom initiatives has also attracted strong attention from postsecondary educators. The enthusiasm surrounding these and other innovative, technology-based programs has led educators to ask whether the continuing expansion of online learning could be leveraged to increase the academic access, progression, and success of lowincome and underprepared college students. This paper examines the literature for evidence regarding the impact of online learning on these populations. First, a research review strongly suggests that online coursework—at least as it is currently and typically implemented—may hinder progression for low-income and underprepared students. Second, the paper explores why students might struggle in these courses, discusses current access barriers to online education, and offers suggestions on how public policy and institutional practice could be changed to allow online learning to better meet its potential for these students.
{"title":"Online Learning: Does It Help Low-Income and Underprepared Students? CCRC Brief. Number 52.","authors":"S. Jaggars","doi":"10.7916/D8Z03HDF","DOIUrl":"https://doi.org/10.7916/D8Z03HDF","url":null,"abstract":"Advocates of online learning are optimistic about its potential to promote greater access to college by reducing the cost and time of commuting and, in the case of asynchronous approaches, by allowing students to study on a schedule that is optimal for them. This goal of improved access has been one of the top motivators for postsecondary institutions to expand their distance education offerings, which has in turn helped drive a strong increase in online course enrollments over the last decade. A series of technologybased classroom initiatives has also attracted strong attention from postsecondary educators. The enthusiasm surrounding these and other innovative, technology-based programs has led educators to ask whether the continuing expansion of online learning could be leveraged to increase the academic access, progression, and success of lowincome and underprepared college students. This paper examines the literature for evidence regarding the impact of online learning on these populations. First, a research review strongly suggests that online coursework—at least as it is currently and typically implemented—may hinder progression for low-income and underprepared students. Second, the paper explores why students might struggle in these courses, discusses current access barriers to online education, and offers suggestions on how public policy and institutional practice could be changed to allow online learning to better meet its potential for these students.","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123872834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kevin J. Dougherty, Rebecca S. Natow, R. Hare, Sosanya M. Jones, B. E. Vega
{"title":"The Politics of Performance Funding in Eight States: Origins, Demise, and Change. Final Report to the Lumina Foundation for Education.","authors":"Kevin J. Dougherty, Rebecca S. Natow, R. Hare, Sosanya M. Jones, B. E. Vega","doi":"10.7916/D8765CD3","DOIUrl":"https://doi.org/10.7916/D8765CD3","url":null,"abstract":"","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131576508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Acceleration, which involves the reorganization of instruction and curricula in ways that facilitate the completion of academic requirements in an expedited manner, is an increasingly popular strategy at community colleges for improving the outcomes of developmental education students. This paper reviews the literature on acceleration and considers the quality of evidence available on the effects of acceleration on student outcomes. After examining various definitions of acceleration to better understand what it is and how it works, the paper describes and categorizes the different acceleration models in use. Then, the recent empirical literature on acceleration is reviewed to assess the effectiveness of these approaches. While the empirical basis for acceleration is not as strong as is desirable, existing evidence suggests that there are a variety of models of course redesign and mainstreaming that community colleges can employ to enhance student outcomes. The paper closes with a discussion of the challenges involved in implementing acceleration strategies and recommendations for policy, practice, and research.
{"title":"Accelerating the Academic Achievement of Students Referred to Developmental Education. CCRC Working Paper No. 30.","authors":"Nikki Edgecombe","doi":"10.7916/D8T44297","DOIUrl":"https://doi.org/10.7916/D8T44297","url":null,"abstract":"Acceleration, which involves the reorganization of instruction and curricula in ways that facilitate the completion of academic requirements in an expedited manner, is an increasingly popular strategy at community colleges for improving the outcomes of developmental education students. This paper reviews the literature on acceleration and considers the quality of evidence available on the effects of acceleration on student outcomes. After examining various definitions of acceleration to better understand what it is and how it works, the paper describes and categorizes the different acceleration models in use. Then, the recent empirical literature on acceleration is reviewed to assess the effectiveness of these approaches. While the empirical basis for acceleration is not as strong as is desirable, existing evidence suggests that there are a variety of models of course redesign and mainstreaming that community colleges can employ to enhance student outcomes. The paper closes with a discussion of the challenges involved in implementing acceleration strategies and recommendations for policy, practice, and research.","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128780264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the ways in which academically vulnerable students benefit from non-academic support. By reviewing theories of student persistence as well as program evaluation literature, the author identifies four mechanisms by which nonacademic supports can improve student outcomes, including persistence and degree attainment. Programs associated with positive student outcomes seem to involve one or more of the following mechanisms: (1) creating social relationships, (2) clarifying aspirations and enhancing commitment, (3) developing college know-how, and (4) making college life feasible. Identifying these mechanisms allows for a deeper understanding of both the functioning of promising interventions and the conditions that may lead students to become integrated into college life. Notably, each of these mechanisms can occur within a variety of programs, structures, or even informal interactions. The paper concludes by discussing avenues for further research and immediate implications for colleges.
{"title":"Toward a New Understanding of Non-Academic Student Support: Four Mechanisms Encouraging Positive Student Outcomes in the Community College. CCRC Working Paper No. 28. Assessment of Evidence Series.","authors":"M. Karp","doi":"10.7916/D8MG7XR4","DOIUrl":"https://doi.org/10.7916/D8MG7XR4","url":null,"abstract":"This paper examines the ways in which academically vulnerable students benefit from non-academic support. By reviewing theories of student persistence as well as program evaluation literature, the author identifies four mechanisms by which nonacademic supports can improve student outcomes, including persistence and degree attainment. Programs associated with positive student outcomes seem to involve one or more of the following mechanisms: (1) creating social relationships, (2) clarifying aspirations and enhancing commitment, (3) developing college know-how, and (4) making college life feasible. Identifying these mechanisms allows for a deeper understanding of both the functioning of promising interventions and the conditions that may lead students to become integrated into college life. Notably, each of these mechanisms can occur within a variety of programs, structures, or even informal interactions. The paper concludes by discussing avenues for further research and immediate implications for colleges.","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127826379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Community colleges play an important role in the U.S. economy, providing access to higher education for low-income young people, a path to higher-earning employment for low-income workers, and a supply of well-trained employees for local industry. In order to remain competitive with other major economies, however, the U.S. must sharply increase its supply of educated workers over the coming decade. Accordingly, policymakers and private foundations have set ambitious goals for improving the rate at which Americans earn college credentials. To meet these goals, community colleges will have to increase both the number of students they serve and the rate at which those students graduate.
{"title":"Introduction to the CCRC Assessment of Evidence Series.","authors":"Thomas R. Bailey, S. Jaggars, Davis Jenkins","doi":"10.7916/D8NK3C3T","DOIUrl":"https://doi.org/10.7916/D8NK3C3T","url":null,"abstract":"Community colleges play an important role in the U.S. economy, providing access to higher education for low-income young people, a path to higher-earning employment for low-income workers, and a supply of well-trained employees for local industry. In order to remain competitive with other major economies, however, the U.S. must sharply increase its supply of educated workers over the coming decade. Accordingly, policymakers and private foundations have set ambitious goals for improving the rate at which Americans earn college credentials. To meet these goals, community colleges will have to increase both the number of students they serve and the rate at which those students graduate.","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115565751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Davis Jenkins, C. Speroni, C. Belfield, S. Jaggars, Nikki Edgecombe
This paper presents the findings from a quantitative analysis of the Community College of Baltimore County’s Accelerated Learning Program (ALP). Under ALP, students placed into upper-level developmental writing are “mainstreamed” into English 101 classes and simultaneously enrolled in a companion ALP course (taught by the same instructor) that meets in the class period immediately following the English 101 class. The aim of the ALP course, which has only eight students, is to help students maximize the likelihood of their success in English 101. Our results suggest that among students who place into the highest level developmental writing course, participating in ALP is associated with substantially better outcomes in terms of English 101 completion and English 102 completion, the two primary outcomes ALP was designed to improve. However, we found no evidence that ALP students’ greater likelihood of completing English 101 and 102 correlates with increased rates of college persistence or passing other college-level courses. Looking at the costs of ALP in relation to our findings on its effects, we found that ALP is a more cost-effective pathway through the required collegelevel English courses than the traditional developmental English sequence as measured by cost per successful student ($2,680 versus $3,122). A rough cost-benefit analysis finds that the benefits of ALP are more than double the costs.
{"title":"A Model for Accelerating Academic Success of Community College Remedial English Students: Is the Accelerated Learning Program (ALP) Effective and Affordable? CCRC Working Paper No. 21.","authors":"Davis Jenkins, C. Speroni, C. Belfield, S. Jaggars, Nikki Edgecombe","doi":"10.7916/D8ZP4F7N","DOIUrl":"https://doi.org/10.7916/D8ZP4F7N","url":null,"abstract":"This paper presents the findings from a quantitative analysis of the Community College of Baltimore County’s Accelerated Learning Program (ALP). Under ALP, students placed into upper-level developmental writing are “mainstreamed” into English 101 classes and simultaneously enrolled in a companion ALP course (taught by the same instructor) that meets in the class period immediately following the English 101 class. The aim of the ALP course, which has only eight students, is to help students maximize the likelihood of their success in English 101. Our results suggest that among students who place into the highest level developmental writing course, participating in ALP is associated with substantially better outcomes in terms of English 101 completion and English 102 completion, the two primary outcomes ALP was designed to improve. However, we found no evidence that ALP students’ greater likelihood of completing English 101 and 102 correlates with increased rates of college persistence or passing other college-level courses. Looking at the costs of ALP in relation to our findings on its effects, we found that ALP is a more cost-effective pathway through the required collegelevel English courses than the traditional developmental English sequence as measured by cost per successful student ($2,680 versus $3,122). A rough cost-benefit analysis finds that the benefits of ALP are more than double the costs.","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114271027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Online Learning in the Virginia Community College System","authors":"S. Jaggars, Di Xu","doi":"10.7916/D80V89VM","DOIUrl":"https://doi.org/10.7916/D80V89VM","url":null,"abstract":"............................................................................................................................. 1","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115231294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John Wachen, Davis Jenkins, Michelle Van Noy, Suma Kurien, A. Richards, L. Sipes, M. Weiss, M. Zeidenberg
Acknowledgments Funding for this research was provided by the Bill & Melinda Gates Foundation. The authors wish to thank the administrators, staff, and faculty interviewed at Washington's community and technical colleges for their time and insights. They also wish to thank the Washington State Board for Community and Technical Colleges for supporting this research and reviewing earlier drafts of the report, Wendy Schwartz for her expert editing and formatting of the manuscript, and Doug Slater for managing the publication process. Any errors or omissions are the responsibility of the authors. John Wachen is a senior research assistant at CCRC. He is involved in research on developmental education summer bridge programs, community college performance funding policies, developmental education assessment and placement practices, and the Achieving the Dream initiative. He holds a B.S. from Pennsylvania State University and an M.A. from the University of Maryland. focus of his work is finding ways to strengthen the capacity of community colleges and other public postsecondary institutions to educate economically and educationally disadvantaged individuals for gainful employment in a knowledge economy. He holds a doctorate in public policy analysis from Carnegie Mellon University. Michelle Van Noy is a research associate at CCRC. She conducts research on the workforce development role of community colleges. She holds an M.S. in public policy from Rutgers University. She is a Ph.D. candidate in sociology and education at Columbia University. at MPR. is the leading independent authority on the nation's 1,200 two-year colleges. CCRC's mission is to conduct research on the major issues affecting community colleges in the United States and to contribute to the development of practice and policy that expands access to higher education and promotes success for all students. Integrated Basic Education and Skills Training (I-BEST) is an innovative program and strategy developed by the Washington (WA) State Board for Community and Technical Colleges (SBCTC) in conjunction with the state's 29 community colleges and five technical colleges. Its goal is to increase the rate at which adult basic education and English-as-a-second-language students advance to college-level occupational programs and complete postsecondary credentials in fields offering good wages and career advancement. The promising results from preliminary analyses of I-BEST have generated interest in replication of the I-BEST model. Nationally, over 2.5 million students take adult basic skills courses at community colleges, high schools, and community organizations; only a fraction of these go on to pursue and earn college credentials. …
本研究的资金由比尔和梅林达·盖茨基金会提供。作者希望感谢在华盛顿社区和技术学院接受采访的管理人员、工作人员和教职员工，感谢他们的时间和见解。他们还希望感谢华盛顿州社区和技术学院委员会对这项研究的支持和对报告早期草稿的审查，感谢Wendy Schwartz对手稿的专业编辑和格式化，感谢Doug Slater对出版过程的管理。任何错误或遗漏是作者的责任。John Wachen是CCRC的高级研究助理。他参与了发展性教育暑期桥梁项目、社区大学绩效资助政策、发展性教育评估和安置实践以及实现梦想倡议的研究。他持有宾夕法尼亚州立大学的学士学位和马里兰大学的硕士学位。他的工作重点是寻找加强社区学院和其他公立高等教育机构的能力的方法，以教育经济和教育上处于不利地位的个人在知识经济中获得有酬就业。他拥有卡内基梅隆大学公共政策分析博士学位。Michelle Van Noy是CCRC的研究助理。她对社区大学的劳动力发展作用进行了研究。她拥有罗格斯大学公共政策硕士学位。她是哥伦比亚大学社会学和教育学博士研究生。MPR。是全国1200所两年制大学的主要独立权威机构。CCRC的使命是对影响美国社区学院的主要问题进行研究，并为扩大接受高等教育的机会和促进所有学生成功的实践和政策的发展做出贡献。综合基础教育和技能培训(I-BEST)是华盛顿州社区和技术学院委员会(SBCTC)与该州29所社区学院和5所技术学院共同制定的一项创新计划和战略。它的目标是提高成人基础教育和英语为第二语言的学生进入大学水平的职业课程的比率，并在提供良好工资和职业发展的领域完成高等教育证书。从I-BEST的初步分析中得到的有希望的结果引起了对I-BEST模型复制的兴趣。在全国范围内，超过250万学生在社区大学、高中和社区组织学习成人基本技能课程;其中只有一小部分人继续追求并获得大学证书。…
{"title":"How I-BEST Works: Findings from a Field Study of Washington State's Integrated Basic Education and Skills Training Program.","authors":"John Wachen, Davis Jenkins, Michelle Van Noy, Suma Kurien, A. Richards, L. Sipes, M. Weiss, M. Zeidenberg","doi":"10.7916/D8GQ6VSJ","DOIUrl":"https://doi.org/10.7916/D8GQ6VSJ","url":null,"abstract":"Acknowledgments Funding for this research was provided by the Bill & Melinda Gates Foundation. The authors wish to thank the administrators, staff, and faculty interviewed at Washington's community and technical colleges for their time and insights. They also wish to thank the Washington State Board for Community and Technical Colleges for supporting this research and reviewing earlier drafts of the report, Wendy Schwartz for her expert editing and formatting of the manuscript, and Doug Slater for managing the publication process. Any errors or omissions are the responsibility of the authors. John Wachen is a senior research assistant at CCRC. He is involved in research on developmental education summer bridge programs, community college performance funding policies, developmental education assessment and placement practices, and the Achieving the Dream initiative. He holds a B.S. from Pennsylvania State University and an M.A. from the University of Maryland. focus of his work is finding ways to strengthen the capacity of community colleges and other public postsecondary institutions to educate economically and educationally disadvantaged individuals for gainful employment in a knowledge economy. He holds a doctorate in public policy analysis from Carnegie Mellon University. Michelle Van Noy is a research associate at CCRC. She conducts research on the workforce development role of community colleges. She holds an M.S. in public policy from Rutgers University. She is a Ph.D. candidate in sociology and education at Columbia University. at MPR. is the leading independent authority on the nation's 1,200 two-year colleges. CCRC's mission is to conduct research on the major issues affecting community colleges in the United States and to contribute to the development of practice and policy that expands access to higher education and promotes success for all students. Integrated Basic Education and Skills Training (I-BEST) is an innovative program and strategy developed by the Washington (WA) State Board for Community and Technical Colleges (SBCTC) in conjunction with the state's 29 community colleges and five technical colleges. Its goal is to increase the rate at which adult basic education and English-as-a-second-language students advance to college-level occupational programs and complete postsecondary credentials in fields offering good wages and career advancement. The promising results from preliminary analyses of I-BEST have generated interest in replication of the I-BEST model. Nationally, over 2.5 million students take adult basic skills courses at community colleges, high schools, and community organizations; only a fraction of these go on to pursue and earn college credentials. …","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133665291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Developmental education is designed to provide students with weak academic skills the opportunity to strengthen those skills enough to prepare them for college-level coursework. The concept is simple enough—students who arrive unprepared for college are provided instruction to bring them up to an adequate level. But in practice, developmental education (or “remedial” education, we use these terms interchangeably) is complex and confusing. Experts do not agree on the meaning of being “college ready,” and policies governing assessment, placement, pedagogy, staffing, completion, and eligibility for enrollment in college-level, credit-bearing courses vary from state to state, college to college, and program to program. The developmental education process is confusing enough simply to describe, yet from the point of view of the student, especially one with very weak academic skills and little previous success in school, it may appear as a bewildering set of unanticipated obstacles involving several assessments, classes in more than one subject area, and sequences of courses requiring three or more semesters of study before the student (often a high school graduate) is judged prepared for college-level work. The policy deliberation and especially the research about developmental education give scant attention to this confusion and complexity. Discussion typically assumes that the state of being “college ready” is well-defined, and it often elides the distinction between students who need remediation and those who actually enroll in developmental courses. What is more, developmental education is often discussed without acknowledgement of the extensive diversity of services that bear that label. Any comprehensive understanding of developmental education and any successful strategy to improve its effectiveness cannot be built on such a simplistic view. In this Brief, which summarizes a study by the Community College Research Center on patterns of student progression through developmental education, we broaden the discussion by moving beyond consideration of the developmental course and focus attention instead on the developmental sequence. In most colleges, students are, upon initial enrollment, assigned to different levels of developmental education on the basis of performance on placement tests. Students with greater academic deficiencies are often referred to a sequence of three or more courses designed to prepare them in a stepby-step fashion for the first college-level course in a particular subject area. For example, students with the greatest need in developmental math may be expected to enroll in and pass pre-collegiate math or arithmetic, basic algebra, and intermediate algebra in order to prepare them for college-level algebra. We define the “sequence” as a process that begins with initial assessment and referral to remediation and ends with completion of the highestlevel developmental course—the course that in principle completes the student’s
{"title":"Student Progression through Developmental Sequences in Community Colleges. CCRC Brief. Number 45.","authors":"T. Bailey, Dongwook Jeong, Sung-woo Cho","doi":"10.7916/D8QZ2KBG","DOIUrl":"https://doi.org/10.7916/D8QZ2KBG","url":null,"abstract":"Developmental education is designed to provide students with weak academic skills the opportunity to strengthen those skills enough to prepare them for college-level coursework. The concept is simple enough—students who arrive unprepared for college are provided instruction to bring them up to an adequate level. But in practice, developmental education (or “remedial” education, we use these terms interchangeably) is complex and confusing. Experts do not agree on the meaning of being “college ready,” and policies governing assessment, placement, pedagogy, staffing, completion, and eligibility for enrollment in college-level, credit-bearing courses vary from state to state, college to college, and program to program. The developmental education process is confusing enough simply to describe, yet from the point of view of the student, especially one with very weak academic skills and little previous success in school, it may appear as a bewildering set of unanticipated obstacles involving several assessments, classes in more than one subject area, and sequences of courses requiring three or more semesters of study before the student (often a high school graduate) is judged prepared for college-level work. The policy deliberation and especially the research about developmental education give scant attention to this confusion and complexity. Discussion typically assumes that the state of being “college ready” is well-defined, and it often elides the distinction between students who need remediation and those who actually enroll in developmental courses. What is more, developmental education is often discussed without acknowledgement of the extensive diversity of services that bear that label. Any comprehensive understanding of developmental education and any successful strategy to improve its effectiveness cannot be built on such a simplistic view. In this Brief, which summarizes a study by the Community College Research Center on patterns of student progression through developmental education, we broaden the discussion by moving beyond consideration of the developmental course and focus attention instead on the developmental sequence. In most colleges, students are, upon initial enrollment, assigned to different levels of developmental education on the basis of performance on placement tests. Students with greater academic deficiencies are often referred to a sequence of three or more courses designed to prepare them in a stepby-step fashion for the first college-level course in a particular subject area. For example, students with the greatest need in developmental math may be expected to enroll in and pass pre-collegiate math or arithmetic, basic algebra, and intermediate algebra in order to prepare them for college-level algebra. We define the “sequence” as a process that begins with initial assessment and referral to remediation and ends with completion of the highestlevel developmental course—the course that in principle completes the student’s ","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121590145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Washington State's Integrated Basic Education and Skills Training Program (I-BEST): New Evidence of Effectiveness. CCRC Working Paper No. 20.","authors":"M. Zeidenberg, Sung-woo Cho, Davis Jenkins","doi":"10.7916/D8KD262K","DOIUrl":"https://doi.org/10.7916/D8KD262K","url":null,"abstract":"","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129720813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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