Challenge and Opportunity: Rethinking the Role and Function of Developmental Education in Community College

Autor/in	Bailey, Thomas
Titel	Challenge and Opportunity: Rethinking the Role and Function of Developmental Education in Community College
Quelle	In: New Directions for Community Colleges, (2009) 145, S.11-30 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
DOI	10.1002/cc.352
Schlagwörter	Community Colleges; Developmental Studies Programs; Program Effectiveness; Two Year College Students; Remedial Programs; Academic Ability; Longitudinal Studies; Educational Finance; Educational Objectives + Suchen Sie Ihr Suchwort? Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Förderprogramm; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsfonds; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Developmental education is one of the most difficult issues confronting community colleges. Community colleges are charged with teaching students college-level material, yet a majority of their students arrive with academic skills in at least one subject area that are judged to be too weak to allow them to engage successfully in college-level work. Thus, a majority of community college students arrive unprepared to engage effectively in the core function of the college. Colleges address this problem with extensive programs of developmental education, which are designed to strengthen skills so students can successfully complete college-level courses. In this chapter, the author first reviews evidence on the number of students who arrive with weak academic skills and the incidence of developmental education. Using longitudinal data sets that track students through their college experience, the author then reports on what happens to developmental students and reviews the research on the effectiveness of programs at community colleges designed to strengthen weak academic skills. The subsequent section briefly discusses the costs of these programs to students. The author concludes by arguing that, on average, developmental education as it is now practiced is not very effective in overcoming academic weaknesses, partly because the majority of students referred to developmental education do not finish the sequences to which they are referred. (Contains 1 figure.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10