The purpose of this study was to determine faculty members' self-reported use and implementation of good practices in their developmental mathematics classrooms. Participants in this study were full-time or part-time (adjunct) mathematics instructors that taught developmental mathematics courses at two-year colleges. Participants completed a…

This chapter identifies some of the challenges surrounding data collection and analysis regarding development students, including testing and identifying academic needs, placement determination, and measuring student outcomes.

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…

This paper examines the effect of prior participation in early childhood developmental programs, considered endogenous, upon 7-18 years olds' school enrollment in rural North India. Analyses by age group of data from the World Bank's 1997-98 Survey of Living Conditions in Uttar Pradesh and Bihar reveal that 7-10 year olds, 11-14 year olds, and…

Florida passed legislation in 2013 that exempted many students from developmental education, and required colleges to implement new instructional modalities for optional developmental education courses. This paper uses an economic model of remediation to examine how changes in college course taking before and after the reform altered costs to…

The purpose of this study was to explore the money goals and the personal finance knowledge of both traditional and non-traditional developmental students at two Historically Black Colleges and Universities (HBCUs). The central phenomena for this study were money goals and personal finance knowledge of developmental students at HBCUs. Specific…

Competency-based education (CBE) is widely viewed as an innovative alternative to traditional higher education, yet most programs serve only a narrow slice of the postsecondary population. Few are intended for adults who need to boost basic skills in order to succeed in college coursework. However, if designed with the needs of a broader range of…

Many students enter higher education with poor preparation for college mathematics courses. These students are often placed through high-stakes placement testing into developmental coursework that bear no credit towards graduation, but many students who begin in developmental coursework never succeed in a college-level mathematics course. Recent…

Universities have been forced to confront the increasing placement of students into developmental courses and the subsequent lack of success students encounter. In an effort to better understand how students' attitudes and dispositions towards mathematics impact this trend, we explored the differences in nine characteristics between students in…

Despite evidence suggesting that standardized tests are an imperfect measure of academic readiness, many community colleges across the country rely on them alone to determine student course placement. However, when the COVID-19 pandemic forced campuses to transition to remote operations in spring 2020, proctoring in-person placement tests became…

The goals of placement reform and the elimination of developmental education at community colleges were to decrease the misplacement of students and to provide students with quicker access to college-level courses to improve retention and student success rates. However, the new placement reforms may be preventing some nontraditional students from…

Objective: In 2014, Florida implemented Senate Bill 1720 (SB 1720), which drastically reshaped developmental education practices across the 28 public state colleges. Under the reform, around two-thirds of students became exempt from developmental education. Yet, many students were still required to take the placement test. If they scored below…

Amidst the growing diverse student population, community colleges are enrolling an increasing number of adult immigrant-background students. However, recent research trends tend to focus on students who enter community colleges from the U.S. K-12 system (Generation 1.5 learners), leaving a significant gap in the research and a lack of cohesion in…

The Alaska Performance Scholarship (APS) is beginning its tenth year rewarding students who strive to excel in high school and continue their education in degree and certificate programs in Alaska. This report covers the high school, postsecondary, Alaska residency, and workforce outcomes of the APS program between 2011 - Fall 2019. [For…

Post-secondary education enrollment and completion disparities exist for Minnesota's Black, Indigenous, and Persons of Color (BIPOC) and lower-income students. One outcome measure demonstrating the impact of system-fed disparities in K-12 education is a student's level of readiness for college-level courses following high school graduation. Given…