Learning from the Ground Up (Full Report): Developmental Education Reform at Florida College System Institutions

Improving Developmental Education Reform in Florida

“…Hu et al. () performed a content analysis on the twenty‐eight implementation plans. Their analysis revealed that all colleges planned revised instructional strategies, enhanced advising approaches, and additional student support services.…”

“…Hu et al. () stated that, “most of the plans reflect established good practices and are consistent with the general guidelines for reform set forth in SB1720” (p. 1).…”

“…Hu et al. () conducted a survey of Florida College System administrators that supported their conclusions about the implementation plans and revealed some additional perspectives. First, most FCS administrators agreed the reform reflected an attempted innovative approach to deal with a difficult and longstanding problem.…”

“…First, the researchers learned that most colleges found the intake and advising procedures they developed to identify and advise exempt versus nonexempt students were complex in application. Second, while the previous survey data indicated that advisors thought the removal of placement test data eliminated a useful advising tool, the focus group data revealed that campus personnel thought the use of multiple measures in advising actually produced a more holistic analysis and resulted in more students seeking advisement and more time spent with each student (Hu et al., ).…”

“…Third, faculty and students had mixed responses to the new developmental course structure and college faculty indicated they were unwilling to adjust the rigor of their college courses to accommodate underprepared students (Hu et al., ). Fourth, a number of unexpected situations emerged for financial aid students including problems such as financial aid disbursements not arriving until compressed “B” term courses were underway and Veteran Affairs’ refusal to pay for nonrequired developmental education for exempt students.…”