American Acculturation and Academic Performance: Analyzing the Relationship between Years Living in the United States and Freshman Composition Grades at a Diverse Community College

The Perceptions and Experiences of Faculty Implementing Florida’s Developmental Education Reform

“…In other words, some faculty perceived implementation of SB 1720 to have generated pressure on faculty to pass students along in their coursework, whether or not they mastered the course material. Much like the findings of Lane et al (2020), some faculty participants drew attention to the quality of courses following SB 1720 and the meaning they were able to contribute to students' educational journeys.…”

“…With regards to studies that specifically focus on DE reform, there only exist a couple of studies, thus far, that consider faculty perceptions and experiences. One study examining DE reform within The City University of New York revealed that many faculty-particularly those with more teaching experience and higher degrees earned-believed reform had increased grade inflation and lowered academic standards (Lane et al, 2020). Another study, focusing on the acceleration of DE, acknowledged both the challenges and strengths of reform efforts.…”

Transforming developmental education at community colleges through equity‐minded leadership

“…Because of low completion rates within developmental education, there have been more national and statewide efforts to reform developmental education with innovative approaches, such as the corequisite model (Brand, 2018; Brower et al., 2017; Edgecombe et al., 2013; Lane et al., 2020). Corequisite courses allow students to be concurrently enrolled in college‐level math or English courses and developmental courses with an objective of transitioning students into college‐level coursework more quickly.…”