Changes on the Ground: Site Visit Report of the Third Year of Developmental Education Reform in the Florida College System

Hu, Shouping; Jones, Tamara Bertrand; Brower, Ralph S.; Park, Toby; Nix, Amanda N.; Rahming, Sophia; Harrison, Jamaal; Sermon, Jenay; Daniels, Hollie

doi:10.17125/fsu.1502900193

Cited by 2 publications

(4 citation statements)

References 24 publications

(15 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Oftentimes this recommendation was made based on scores on the assessment known as the Postsecondary Education Readiness Test, which was widely used in Florida prior to the legislation. After the legislation, students were deemed underprepared based on multiple measures of documented student achievement including high school GPA, the highest level of math completed, and available standardized test scores (Hu et al, 2017). Considering the amount of student choice provided by SB 1720, we apply this label whether students ultimately enrolled in DE courses or not.…”

Section: Study Contextmentioning

confidence: 99%

“…Professional development following the legislation was made widely available to both DE and college-level faculty system-wide. Beyond college credentials, most FCS institutions did not mandate special training tailored to meeting the needs of underprepared students for either DE or college-level instructors; however, at the system level, the Florida Student Success Center organized numerous events and convenings to share best practices with FCS faculty (Hu et al, 2017). Professional development on promising practices for working with underprepared students was also prevalent at the institution level.…”

Section: Study Contextmentioning

confidence: 99%

“…Following the legislation, many college-level instructors adjusted their teaching strategies with the influx of underprepared students in their classes. This included using in-class assessments of basic skills during the first week of class for early identification of students in need of extra help, adjusting the pace of instruction, creating basic skills tutorials that could be completed outside of class, and connecting underprepared students with academic support services (Hu et al, 2017).…”

Section: Study Contextmentioning

confidence: 99%

See 2 more Smart Citations

A Pedagogy of Preparation: Helping Underprepared Students Succeed in College-Level Coursework in Community Colleges

et al. 2021

Self Cite

View full text Add to dashboard Cite

This paper presents an overall educational philosophy of working with students underprepared for college-level work, which we term “a pedagogy of preparation.” We consider how instructors scaffolded instruction to foster college readiness in students who were now able to enroll in college-level work regardless of academic preparation after state-level legislation (SB 1720) that dramatically altered the delivery of developmental education in the Florida College System (FCS). We also consider how collaboration increased among campus personnel after the legislation to foster college readiness in students underprepared for college-level work.

show abstract

Section: Study Contextmentioning

confidence: 99%

Section: Study Contextmentioning

confidence: 99%

Section: Study Contextmentioning

confidence: 99%

See 1 more Smart Citation

A Pedagogy of Preparation: Helping Underprepared Students Succeed in College-Level Coursework in Community Colleges

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Institutions and states are also experimenting with corequisites-which require students to be placed directly into the first college-level course in a subject, while simultaneously being required to enroll in some form of DE support in that same subject (Cho et al, 2012). Some states and institutions have eliminated mandatory DE participation (Hu et al, 2017). …”

Section: • Acceleration Of Students Through Developmental Courseworkmentioning

confidence: 99%

Designing and Implementing Corequisite Models of Developmental Education: Findings from Texas Community Colleges

Daugherty¹,

Gomez²,

Gehlhaus³

et al. 2018

View full text Add to dashboard Cite

Many students who enter community colleges are underprepared in reading, writing, and/or mathematics and designated as not being college-ready. Colleges typically require students who are not college-ready in one or more subjects to enroll in developmental education (DE), which has traditionally consisted of a series of subject-based courses for students to complete prior to entering college-level classes. Data from 2010 suggest that 68 percent of community college students enrolled in at least one DE course, at a cost of approximately $7 billion (Community College Research Center, 2014a; Scott-Clayton, Crosta, and Belfield, 2012). However, evidence indicates that traditional approaches to DE were not working for many students. One study found that only 20 percent of students assigned to traditional course-based math DE and 37 percent of students assigned to course-based reading DE completed a first college-level course within three years of entering school (Bailey, Jeong, and Cho, 2010). Faced with troubling evidence on the success of students who take traditional DE courses, states and higher education institutions across the United States are rethinking the way they address college readiness. C O R P O R A T I O N Designing and Implementing Corequisite Models of Developmental Education Findings from Texas Community CollegesLindsay Daugherty, Celia J. Gomez, Diana Gehlhaus Carew, Alexandra Mendoza-Graf, Trey Miller• Five common types of corequisite models were identified as being implemented in the participating Texas community colleges: paired-course models, extended instructional time models, Accelerated Learning Program models, academic support service models, and technology-mediated support models.• Challenges to implementation included lack of stakeholder buy-in, issues with scheduling and advising, limited instructional preparation and support, and uncertainty around state policy.• Efforts to build buy-in and address challenges were essential to successful implementation.• Some strategies, such as dedicated time for design, professional development, and small class sizes, could be more costly.• Unique features, such as use of a single instructor for the corequisites and mixed-ability peer groups, could be important to the effectiveness of their models but often faced more challenges with scheduling, advising, and buy-in across the institution.

show abstract

Changes on the Ground: Site Visit Report of the Third Year of Developmental Education Reform in the Florida College System

Cited by 2 publications

References 24 publications

A Pedagogy of Preparation: Helping Underprepared Students Succeed in College-Level Coursework in Community Colleges

A Pedagogy of Preparation: Helping Underprepared Students Succeed in College-Level Coursework in Community Colleges

Designing and Implementing Corequisite Models of Developmental Education: Findings from Texas Community Colleges

Contact Info

Product

Resources

About