Examining the Academic Effects of Developmental Education Reform: Faculty Perceptions from a Large, Public, Urban University

Autor/inn/en	Lane, Cary; Schrynemakers, Ilse; Kim, Miseon
Titel	Examining the Academic Effects of Developmental Education Reform: Faculty Perceptions from a Large, Public, Urban University
Quelle	In: Community College Enterprise, 26 (2020) 1, S.27-57 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-0935
Schlagwörter	Remedial Programs; Educational Change; College Faculty; Teacher Attitudes; Urban Universities; Public Colleges; High Stakes Tests; Academic Standards; Grade Inflation; Academic Achievement; Reading Skills; Writing Skills; Mathematics Skills; Study Skills; New York (New York) + Suchen Sie Ihr Suchwort? Förderprogramm; Bildungsreform; Fakultät; Lehrerverhalten; Schulleistung; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Studientechnik
Abstract	This follow-up study to College Readiness in Post-Remedial Academia (Schrynemakers, Lane, Beckford, & Kim, 2019) analyzed faculty's perceptions about students' academic literacies, academic standards, and grade inflation currently, as well as compared to five years ago. The study was conducted during a multi-year developmental education reform effort at a large, public, urban university, which has accelerated access to gateway courses and aims to improve college completion. Faculty also shared their attitudes about the need, if any, for high-stakes standardized testing at the associate's level (before students enroll in bachelor's level coursework). Findings indicated that a majority of surveyed faculty (N = 1512) at both community colleges and four-year colleges perceived weaker student academic literacies and academic standards compared to fve years ago. Community college faculty--especially those teaching developmental education and mathematics--perceived the lowest levels of academic standards during this time. Respondents also identified significant levels of grade inflation, with half of surveyed faculty calling for a return of high-stakes standardized testing before students are permitted to enroll in bachelor's degree programs. (As Provided).
Anmerkungen	Schoolcraft College. Community College Enterprise, 19600 Haggerty Road, Livonia, MI 48152. Fax: 734-462-4679; e-mail: cce@schoolcraft.edu; Web site: http://www.schoolcraft.edu/ccE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01