Developmental, Remedial, and Basic Skills: Diverse Programs and Approaches at Community Colleges

Abstract

Community colleges have been challenged to increase their graduation, transfer, and general success rates. Because they serve the largest proportion of nontraditional students and students of color, their participation in programs to enhance the number of college graduates contributes to social equity and justice. One of the biggest obstacles has been students who enter the developmental pipeline and never emerge to the college level, and hence cannot qualify to graduate or transfer. This chapter speaks to several governmental and nongovernmental initiatives to assist developmental education students achieve academic success.

Using Iterative Experimentation to Accelerate Program Improvement: A Case Example

“…The theory of change underpinning both program models is grounded in a robust body of research, which indicates the importance of acquiring both professional and occupational skills as well as the necessity of supports and feedback to help youth find and succeed in career-oriented jobs (Belfield & Bailey, 2011;Jacobson et al, 2005;Jacobson & Mokher, 2009;Jepsen et al, 2009;Kane & Rouse, 1995;Marcotte, 2010). Year Up's high-expectation and high-support model builds off evidence that strong monitoring and support allows for the development of basic and soft skills necessary for succeeding in college coursework and internships (Bailey et al, 2015;Bloom & Miller, 2018;Casazza & Silverman, 2013;Hagedorn & Kuznetsova, 2016;Trekson, 2016;Weiss et al, 2015;Weissman et al, 2012).…”

What Works: Learning Outcomes Due to Design Variations in Community College Student Success Courses

“…Furthermore, the emerging innovation of corequisite remediation through paired courses and ancillary instruction (Belfield, Jenkins, & Lahr, 2016) can be seen as a type of learning community in its own regard. Indeed, they are likewise premised on the benefits of linked courses and integrated curricular and support features (Hagedorn & Kuznetsova, 2015). Still, these innovative designs, like other student success programs, retain the goal of improving student outcomes through college skills, knowledge, and networks of support.…”

Idea implementation from an inter-organizational network

“….................................................................................................. Summary and Reflection ....................................................................................................................... Tables Table 1.1 Interrelated Blocks of Organizational Barriers within the Intuition Process…………………….……………………………………….….…………18 While some critics have stated that community colleges are trying to be "all things to all people" (Blanchard, Casados & Sheski, 2009;Gonzalez, 2012;Hagedorn & Kuznetsova, 2016;Phelan, 2014), others assert that community colleges have demonstrated a commitment to their mission of access (McClenney, 2013) and affordability (Mellow & Heelan, 2014) and have remained vital to our nation's and their own state's economic development throughout times of prosperity or recession (Friedel, Salinas, & Thornton, 2015;Salinas & Friedel, 2016). However, pressures to increase accountability and improve completion rates (American Association of Community Colleges, 2014; Hagedorn & Kuznetsova, 2016;Salinas & Friedel, 2016) have not been accompanied by significant increases in resources from policymakers (Bailey, Jaggers, & Jenkins, 2015;Phelan, 2014). Indeed, a growing reliance on tuition, fees and additional funds from students have not compensated for reduced state and local support (Archibald & Feldman, 2012;Bailey et al, 2015;Cochrane, 2015;Ehrenberg, 2012;Gonzalez, 2012: Mitchell, Leachman & Masterson, 2016, threatening the survival of the institution (Phelan, 2014).…”

“…Challenges facing higher education today include a current market-oriented environment (Phelan, 2014) where customer satisfaction is the rule for survival (Guilbault, 2017: Sahney, Banwet & Karunes, 2004. Community colleges are also under societal pressure (Kirwan, 2016) to increase accountability and improve completion rates (American Association of Community Colleges, 2014;Hagedorn & Kuznetsova, 2016;Salinas & Friedel, 2016). These challenges, combined with diminishing state support and constrained local resources (Archibald & Feldman, 2012;Bailey, Jaggars & Jenkins, 2015;Boyce, 2003;Phelan, 2014), increased tuition (Ehrenberg, 2012;Evans, 2013;Mitchel, Palacios & Leachman, 2014), and increased enrollment (Mason, 2015;Merisotis & Wolanin, 2015;Salinas & Friedel, 2016;Strauss, 2015) have created operating conditions that compel community colleges to plan for increased efficiency (Cochrane, 2015;Dowd & Shieh, 2014), and cost reductions or cost avoidance in nontraditional ways (American Association of Community Colleges, 2014; Educause, 2014;Phelan, 2014).…”