This study aimed to synthesize and critically analyze 24 empirical studies that focused on Students of Color (SOC) in Integrated Reading and Writing (IRW) classrooms in U.S. community colleges. Our review, through the cultural and community practices framing, examined IRW studies and how SOC, curriculum/institutional reform, and wise pedagogical…

Research on developmental education reform has given surprisingly limited attention to what happens inside the classroom between faculty and students. Our qualitative study used interview data from 20 faculty and 20 students in corequisite math and English courses at one of the nation's largest and most racially diverse community college systems.…

Developmental courses in community colleges often leave students unprepared, demeaned, and uninspired. These gatekeeper courses need reform, especially in terms of curriculum and instruction. One framework -- Dr. Gholdy Muhammed's Historically Responsive Literacy (HRL) -- could be useful for developmental courses and students. HRL is a teaching…

The corequisite support model is a promising developmental education reform effort that is helping students transition into college-level coursework more quickly. The purpose of this chapter is to shed light on the critical leadership that has enhanced student success in corequisite courses and hold promise in enhancing equity within developmental…

Beginning in 2019, California community colleges were required to use multiple measures to determine students' placement into initial math courses. Community colleges also created structured BSTEM and liberal arts (SLAM) math pathways beginning in 2017. This contemporaneous implementation could reproduce racialized stratification in math…

The corequisite model is a promising developmental education reform effort that is helping students transition into college-level coursework more quickly. The purpose of this Brief is to offer recommendations to college leaders, faculty, and staff involved with implementing the corequisite model at their institution. Our recommendations are from a…

Objective: Developmental education provides postsecondary students requisite skills to take credit-bearing coursework. Yet, racial disparities exist in which students are most likely to be placed into developmental education. The present study investigates how multiple measures of students' mathematics background ameliorate racial disparities in…

This work examines what appears to be the most effective comprehensive learning support program ever available for underprepared college students. The Accelerated Study in Associate Programs initiative was designed and implemented at the City University of New York Community Colleges. It offers a wide range of integrated college acclimation,…

Researchers, organizations, companies, non-profits, practitioners, and to some extent, the public, are clamoring for massive reform in developmental coursework in higher education (American Association of Community Colleges, 2018; Edgecombe et al., 2014; Complete College America, 2012). One such reform is the push for integrated reading and…

This study explores the impact of a first-semester learning community (LC) program on the experiences of developmental students in community college. Through a series of semi-structured interviews, students shared four central benefits of beginning their college careers in an LC program, including: (1) access to a supportive social and…

A state-wide educational policy change in Texas mandated that the exit levels of developmental reading and writing coursework in every public institution of higher education in the state be merged into one accelerated and integrated developmental reading and writing course. This project examined that curricular shift through the perspectives of…

The purpose of this qualitative study was to investigate the perceptions of community college presidents regarding developmental education. A mixed method sampling technique combining convenience and purposeful sampling was used to identify five presidents in North Carolina and three presidents in Virginia to participate in the study. Results of…

We pilot tested an identity-based relevance-writing intervention designed to support developmental community college students' (N = 54) educational commitment, value, and persistence. The intervention was embedded within regular journal assignments in two study skills courses with a third section serving as a comparison group. The intervention…

This article continues the conversation begun in Armstrong's (2020) call to Dev Ed'rs kept awake by uncertainty about their professional identity and the future of "The Field" of developmental education and college literacy. Through the lenses of critical discourse analysis and discourse communities, the author examined how Dev Ed'rs…

This article discusses service-learning as a teaching strategy that can enhance and improve learning outcomes for students in developmental education, increase civic engagement, and aid in student persistence and completion.