Using theory and research to improve access and retention in developmental education

Abstract

Developmental education is an essential part of the community college mission; McCabe and Day (1998) estimate that more than two million students each year would drop out of postsecondary education without participation in one or more developmental education activities. To provide effective developmental education, community colleges should implement best practices that have been proven effective through rigorous research and evaluation based on strong theoretical foundations. This chapter discusses the primary theoretical perspectives that have shaped the profession and provide the foundation for today's professional practice, presents current research that reflects both student and institutional perspectives in evaluating a wide array of developmental education models, and concludes with recommendations for future research.

Perceptions of Underprepared Community College Students regarding their Educational Achievement

“…Also known as preparatory, compensatory, remedial or underprepared, developmental students were those who enrolled in college without the basic skills needed to complete college-level work (Higbee, Arendale, & Lundell, 2005) and were required to take developmental courses in one or more subjects.…”

“…Also known as developmental or preparatory, remedial courses or programs target both academic and noncognitive skills (attitudes, self-concept) and prepare students for college-level work (Higbee et al, 2005). Remediation as a term is no longer commonly used because of its negative connotation.…”

Does Hope Matter? The Influence of Dispositional Hope on Persistence in a Developmental Writing Course

“…In fact, most of the retention studies collect data on residential baccalaureate institutions, and findings from these institutions may not be generalizable to community colleges, which are generally 2-year and commuter institutions with less academically prepared students. In recent decades, researchers have been more engaged in issues related to persistence in developmental education (Higbee, Arendale, & Lundell, 2005). To positively influence persistence for students enrolled in developmental coursework, it is important to consider non-cognitive factors that might influence student success and implement multiple measures to explore motivational factors that affect student success (Higbee et al, 2005).…”

“…In recent decades, researchers have been more engaged in issues related to persistence in developmental education (Higbee, Arendale, & Lundell, 2005). To positively influence persistence for students enrolled in developmental coursework, it is important to consider non-cognitive factors that might influence student success and implement multiple measures to explore motivational factors that affect student success (Higbee et al, 2005).…”

“…Tinto (2006), however, suggests that because of the complex issue of retention, recent studies are exploring other factors not emphatically addressed in the early retention literature. Higbee, Arendale, and Lundell (2005) recommend that future studies in retention examine more affective barriers to student achievement that would include the use of multiple measures to assess, for example, student motivation, especially in developmental education. Certainly, this approach would de-emphasize the institution and focus on the assessed and developmental needs of some students.…”