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Five Principles for Reforming Developmental Education: A Review of the Evidence

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Title: Five Principles for Reforming Developmental Education: A Review of the Evidence
Language: English
Authors: Bickerstaff, Susan, Beal, Katie, Raufman, Julia, Lewy, Erika B., Slaughter, Austin, Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR), MDRC, Columbia University, Community College Research Center (CCRC)
Source: Center for the Analysis of Postsecondary Readiness. 2022.
Availability: Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
Peer Reviewed: N
Page Count: 48
Publication Date: 2022
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C140007
R305U200010
Document Type: Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Principles, Developmental Studies Programs, Educational Change, Evidence Based Practice, Educational Innovation, Outcomes of Education, Higher Education, College Students, Minority Group Students, Low Income Students, Special Needs Students, Access to Education, Remedial Mathematics, College Mathematics, College English, Student Needs, Student Centered Learning, Program Design, Barriers, Remedial Instruction, Required Courses, Culturally Relevant Education, Integrated Curriculum, Authentic Learning, Equal Education, Curriculum Design, Curriculum Implementation, Guided Pathways
Abstract: Over the past decade, policymakers, educators, and administrators in community colleges and other broad-access postsecondary institutions have focused on reforming developmental education practices, including how students are assessed as needing additional academic support. Concurrent with widespread changes in practice, researchers have engaged in efforts to study and evaluate interventions that colleges have undertaken to improve outcomes of students traditionally referred to developmental education. In this report, the authors review both impact and implementation studies published between 2010 and 2022 in order to summarize the current understanding of how innovations to developmental education can improve student outcomes. Relying primarily on 17 experimental and quasi-experimental studies of innovative developmental education interventions that meet rigorous research standards, they outline five principles with embedded implementation lessons that are key for colleges that want to engage in developmental education reform. The authors also consider how well developmental education reforms are working for students traditionally underserved in higher education, including students who are Black, Latinx, and from low-income backgrounds, and students with greater academic needs. The five principles are as follows: (1) Grant students access to college-level math and English courses; (2) Provide targeted and tiered supports to address students' academic and nonacademic needs; (3) Employ contextualized curriculum and student-centered pedagogy; (4) Use equity-minded approaches for design and implementation; and (5) Implement developmental education reforms alongside comprehensive, sustained supports to improve long-term outcomes. The authors also use this review to identify areas in which stronger evidence is needed for guiding reform efforts. They argue that future research should aim to uncover specific policies and practices in institutions and classrooms that serve as barriers to racially minoritized students, and they note that more knowledge is required on how to support students with greater academic and nonacademic needs. They also discuss the costs of various reforms and note that more cost-effectiveness research is needed on interventions and strategies such as corequisite support courses and granting students direct access to college-level courses without support. To supplement the findings and recommendations, CAPR invited four individuals knowledgeable about developmental education to respond to the report based on their own experiences and perspectives. These take the form of short essays found in the companion document "Four Responses to the Report." [For "Four Responses to CAPR's "Five Principles for Reforming Developmental Education: A Review of the Evidence," see ED625165.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2023
Accession Number: ED624623
Database: ERIC
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  Data: Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
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  Data: Over the past decade, policymakers, educators, and administrators in community colleges and other broad-access postsecondary institutions have focused on reforming developmental education practices, including how students are assessed as needing additional academic support. Concurrent with widespread changes in practice, researchers have engaged in efforts to study and evaluate interventions that colleges have undertaken to improve outcomes of students traditionally referred to developmental education. In this report, the authors review both impact and implementation studies published between 2010 and 2022 in order to summarize the current understanding of how innovations to developmental education can improve student outcomes. Relying primarily on 17 experimental and quasi-experimental studies of innovative developmental education interventions that meet rigorous research standards, they outline five principles with embedded implementation lessons that are key for colleges that want to engage in developmental education reform. The authors also consider how well developmental education reforms are working for students traditionally underserved in higher education, including students who are Black, Latinx, and from low-income backgrounds, and students with greater academic needs. The five principles are as follows: (1) Grant students access to college-level math and English courses; (2) Provide targeted and tiered supports to address students' academic and nonacademic needs; (3) Employ contextualized curriculum and student-centered pedagogy; (4) Use equity-minded approaches for design and implementation; and (5) Implement developmental education reforms alongside comprehensive, sustained supports to improve long-term outcomes. The authors also use this review to identify areas in which stronger evidence is needed for guiding reform efforts. They argue that future research should aim to uncover specific policies and practices in institutions and classrooms that serve as barriers to racially minoritized students, and they note that more knowledge is required on how to support students with greater academic and nonacademic needs. They also discuss the costs of various reforms and note that more cost-effectiveness research is needed on interventions and strategies such as corequisite support courses and granting students direct access to college-level courses without support. To supplement the findings and recommendations, CAPR invited four individuals knowledgeable about developmental education to respond to the report based on their own experiences and perspectives. These take the form of short essays found in the companion document "Four Responses to the Report." [For "Four Responses to CAPR's "Five Principles for Reforming Developmental Education: A Review of the Evidence," see ED625165.]
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      – Text: English
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        PageCount: 48
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      – SubjectFull: Developmental Studies Programs
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