The Changing Landscape of Developmental Education Practices: Findings from a National Survey and Interviews with Postsecondary Institutions. Executive Summary

Autor/inn/en	Rutschow, Elizabeth Zachry; Cormier, Maria Scott; Dukes, Dominique; Zamora, Diana E. Cruz
Institution	Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR); Columbia University, Community College Research Center; MDRC
Titel	The Changing Landscape of Developmental Education Practices: Findings from a National Survey and Interviews with Postsecondary Institutions. Executive Summary
Quelle	(2019), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Developmental Studies Programs; Remedial Instruction; Educational Change; College Students; College Readiness; Educational Assessment; Student Evaluation; Student Placement; Student Personnel Services; Standardized Tests; Acceleration (Education); Learner Controlled Instruction; Integrated Curriculum; Reading Instruction; Writing Instruction; Evidence Based Practice + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Förderkurs; Bildungsreform; Collegestudent; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Schülerpraktikum; Standadised tests; Standardisierter Test; Acceleration; Beschleunigung; Leseunterricht; Schreibunterricht
Abstract	Research suggests that far more students are referred to developmental education courses than necessary, and that developmental education presents a barrier to students' success. As a result, many in the field have called for reforms to developmental education to address these challenges. This report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders. It examines practices in assessment, placement, instruction, and support services and finds that many colleges are experimenting with changes to traditional developmental education. A growing number of public colleges are using measures in addition to standardized tests, such as high school grades, to assess college readiness. Additionally, many colleges are implementing instructional reforms. The most prevalent of these are: compressing developmental courses into shorter periods, offering diverse math courses that align with students' careers, allowing students to determine their own learning pace, and integrating developmental reading and writing instruction into one course. However, while widespread, these reforms typically reach less than half of students at the colleges. This report provides an executive summary to the full report. [For the full report, see ED600433.] (ERIC).
Anmerkungen	Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01