Best Practices in Developmental Education: Strengthening your
Program and Improving Student Success A Live Webinar for Innovative
Educators February 12, 2009 Linda R. Thompson, Ed.D. Director,
McNair Scholars Harding University Searcy, AR
[email protected]
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Todays Agenda: Or Are you SURE we can get through all this in
one session? n Brief history of Developmental Education in the U.S.
n Our studentswho are they? n How is Dev Ed workingor not? n How do
we know if what were doing is working? n What should we be doing
for the best student outcomes?
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A Proud History of Access in American Higher Education n 1636:
Harvard establishes culture of access by reserving 10% of slots for
poor students n 1871: Harvard develops test of writing skills; 50%
of applicants fail n 1909: Over 350 colleges offering How to Study
courses
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A Proud History of Access in American Higher Education n 1946:
Over a million veterans attend college, supported by the GI Bill n
1960s & 70s: Broadening concepts of access n 1980s to present:
Students with disabilities enroll in increasing numbers
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EIGHT PRINCIPLES OF UNIVERSAL INSTRUCTIONAL DESIGN from:
Pedagogy and Student Services for Institutional Transformation:
Implementing Universal Design in Higher Education; J.L. Higbee and
E. Goff, eds., 2008, Regents of the University of Minnesota,
CRDEUL, College of Education and Human Development, p. 34 n Create
a welcoming classroom n Determine the essential components of a
course n Communicate clear expectations n Provide constructive
feedback n Explore the use of natural supports for learning
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UNIVERSAL INSTRUCTIONAL DESIGN n Design teaching methods that
consider diverse learning styles, abilities, ways of knowing and
previous experience/back- ground knowledge n Create multiple ways
for students to demonstrate their knowledge n Promote interaction
among faculty and students
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CRLA: DEFINITION OF DEVELOPMENTAL EDUCATION n A sub-discipline
of the field of education concerned with improving performance of
students n A field of research, teaching, and practice designed to
improve academic performance n A process utilizing principles of
developmental theory to facilitate learning
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NADES DEFINITION OF DEVELOPMENTAL EDUCATION Developmental
education is a field of practice and research with a theoretical
foundation in developmental psychology and learning theory. It
promotes the cognitive and affective growth of all learners, at all
levels of the learning continuum.
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NADEs DEFINITION OF DEVELOPMENTAL EDUCATION n Developmental
Education is sensitive and responsive to the individual differences
and special needs among learners.
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NADES DEFINITION OF DEVELOPMENTAL EDUCATION n Developmental
Education programs and services commonly address academic
preparedness, diagnostic assessment and placement, development of
general and discipline- specific learning strategies, and affective
barriers to learning.
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NADE GOALS OF DEVELOPMENTAL EDUCATION n To preserve and make
possible educational opportunity for each learner n To develop
skills and attitudes necessary to attain academic, career and life
goals n To ensure proper placement by assessing level of
preparedness for college course work
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NADE GOALS OF DEVELOPMENTAL EDUCATION n To maintain academic
standards by enabling learners to acquire competencies needed for
success in mainstream courses n To enhance retention n To promote
continued development and applica- tion of cognitive and affective
learning theory
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EXAMPLES OF STATEMENTS OF THEORETICAL FRAMEWORKS n Tutoring
Services n Developmental Reading Program n Developmental Coursework
Select the one that seems the most appropriate for you and your
group, and discuss its merits among you
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Sample Theoretical Framework Sample #1 HISTORY AND THEORETICAL
FOUNDATION OF TUTOR SERVICES n The Peer Tutoring program at ***
State College was conceived in the mid-1980s as a support program
for students having difficulty in their academic classes. ***
students had access to a Math Lab and a Writing Center, but there
was no tutorial program for other core academic courses. Funding
for the original program came from soft money, and the program was
discontinued after one year. The director of the Learning
Enrichment Center at that time was committed to the idea of
offering free tutorial services to *** students, and in fall 1987
permanent funding was obtained from the institutions academic
vice-president. One of the basic beliefs and rationales for
implementing the tutorial program was that it could help with
student retention. n n Tutorial services were originally offered on
a strictly one-on-one basis: students could sign up for a tutor and
receive 3-5 hours of tutoring each week. Tutor training was mostly
non-existent, but the program was successful for students from the
beginning. It was so successful that it was impossible to attract
and hire enough qualified tutors to meet student demand. n n As the
Peer Tutor Coordinator met with the tutors for individual
evaluations, concern was expressed that most of the students they
were seeing didnt need intensive one- on-one tutoring. The
Coordinator also developed a belief in the theory that students
learn best in collaborative settings, and so the focus of tutorial
services changed from individual tutoring to a small group model.
Space, or a lack thereof, to house the Program was also an issue.
It was easier to schedule empty classrooms for group sessions than
to find space for one-on-one tutoring. n n In the early 1990s, the
Coordinator become aware of the CRLA International Tutor
Certification program and began to develop a training program for
the tutoring staff. The training program has been certified since
1995. n n Also in 1995, the Supplemental Instruction program that
had been developed at the University of Missouri at Kansas City
came to the attention of the Peer Tutor Coordinator. After learning
more about SI, the Coordinator attended one of their training
workshops. It was evident from the beginning that the theories on
which SI was founded were valuable in helping students to learn.
Some of the theories behind the SI strategies are: n
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DEVELOPMENTAL EDUCATION n Who are our students? n How effective
is it? n What constitutes success? n What works?
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Who are Our Students? Study of Community College Enrollments
(Saxon & Boylan) n Scant Research, but shows Most (2/3) are
white Slightly higher proportion of females Avg. age @ 23 Most are
single They are independent, financially Low-income; many made less
than $20,000/year They commute
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Our Students Most attend college full-time Most intend to get a
2-year or 4-year degree Typically do not receive financial aid
Motivated, but low self-efficacy in academic setting No
demographic, economic, or personal characteristics differ
significantly from the typical community college student. (Saxon
& Boylan, p. 6, nd)
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HOW ARE WE DOING? STUDIES OF DEVELOPMENTAL EDUCATION:
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%-AGE STUDENTS PASSING DEVELOPMENTAL COURSES WHO PASSED FIRST
COLLEGE-LEVEL COURSE IN THE SAME SUBJECT n SUBJECT n Dev Math/Coll
Math n Dev English/Coll English n Dev Reading/ Coll Soc. Sci. %
PASSING BOTH WITH C OR BETTER 77.2% 91.1% 83.0% Boylan, et al.
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PERSISTENCE/GRADUATION RATES FOR DEVELOPMENTAL STUDENTS BY
INSTITUTIONAL TYPE Institution 2-yr Comm Coll 2-yr Tech Coll 4-yr
Public Inst 4-yr Pvt Inst Research Univ Persist/Grad 24% 33.7%
28.4% 40.2% 48.3% Boylan, et al.
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Retention & Pass Rates of Developmental Students Natl Study
of Dev. Ed. II, RIDE, 20 (4) 2007 Gerlaugh, et al., p.2 Subj.
Developmental Course Pass Rate 1st Area Retent. Rate Pass Rate
Coll. Course Reading 83% 76% 69% Writing 83% 73% 64% Math 80% 68%
58%
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Institutions using Retention & Pass Rates in Content Areas
for Evaluation Natl Study of Dev. Ed. II, RIDE, 20 (4) 2007
Gerlaugh, et al., p.2 Developmental Course Subject Area Pass Rate
Retention Rate Next Level Course Pass Rate Reading Writing Math
82.8% 90.0% 89.7% 79.3% 86.7% 93.1% 65.5% 76.0% 79.3%
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Other Services Offered on Campus Natl Study of Dev. Ed. II,
RIDE, 20 (4) 2007 Gerlaugh, et al., p.2 Service Provided% of time
used Tutoring Academic Advising Study Skills Workshops Freshman
Seminar Orientation Supplemental Instruction 89.3% 78.6% 64.3%
60.7% 25.0%
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Class Size Per Subject Natl Study of Dev. Ed. II, RIDE, 20 (4)
2007 Gerlaugh, et al., p.2 Subject Area Median Number of Students
Writing Reading Mathematics 20 18 21
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% of Dev. Courses taught by Full-Time Faculty Natl Study of
Dev. Ed. II, RIDE, 20 (4) 2007 Gerlaugh, et al., p.2 Subject
Area19922004 Reading Writing Mathematics 21% 20% 17% 20% 25%
21%
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% 2-yr. Inst. Mandating Placement Natl Study of Dev. Ed. II,
RIDE, 20 (4) 2007 Gerlaugh, et al., p.2 19922000 35%74%
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DEGREE ATTAINMENT OF STUDENTS OF THE NATL H.S. CLASS OF 1982 BY
AGE 30 AND IMPACT OF REMEDIATION Earned Bachelor Earned Assoc Total
No remedial courses 54% 6%60% One course45%10%55% Two
courses31%14%45% Three or four courses 24%20%44% Five or more
courses 20%15%35% Three or more, incl. Reading 18%17%35%
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BACHELORS DEGREE ATTAINMENT FOR STUDENTS IN 4-YEAR INSTITUTIONS
n Had remedial reading n 1 or 2 remedial courses, no reading n No
remediation 39% 60% 69%
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Bettinger & Long: Effect of Remedial Mathematics on College
Completion in Ohio 4-year Non-Selective Colleges (2004) n Students
who placed into remedial math were somewhat more likely to drop out
or transfer to a 2- year college than academically-equivalent
students not in remediation. n BUTIt did not lower the likelihood
of obtaining a bachelors degree.
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Effect of Successful Completion of Remedial Mathematics on
College Completion in Ohio 4-year Non-Selective Colleges (2004) n
Students who successfully completed their remedial mathematics
courses were more likely to complete a bachelors degree than
academically-equivalent students who did not complete remedial
math. Bettinger & Long (2004) Cited in Attewell, et al.
(2006)
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NEW EVIDENCE ON REMEDIATION FROM NELS:88 Attewell, Lavin,
Domina & Levy (2006) n 40% of traditional college students took
at least one remedial course Math (28%) Writing (18%) Reading (9%)
Other (9%)
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ENROLLMENT IN REMEDIATION BY TYPE OF INSTITUTION Attewell,
Lavin, Domina & Levy (2006) n 2-Year College n Non-selective
4-year n Selective 4- year n Highly- Selective 4- year 58% 31% 14%
2%
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NO ONE TO WASTE: OUTCOMES OF SUCCESSFUL COMPLETERS OF REMEDIAL
COURSES IN COMMUNITY COLLEGES n Successful completion is the most
critical achievement in personal development. n
AVERAGE TOTAL PERSONAL INCOME: US POP AGE >25 BY EDUC AND
STATE (2003)
PERCENT US POPULATION AGE > 25 NOT EMPLOYED BY EDUCATION AND
STATE
PERCENT US POPULATION AGE > 25 WHO RECD PUBLIC ASSISTANCE BY
EDUCATION AND STATE
PERCENT US POPULATION AGE > 25 WHO DESCRIBE THEIR HEALTH AS
VERY GOOD BY EDUCATION AND STATE
PERCENT US POPULATION AGE > 25 WHO REPORTED EVER
VOLUNTEERING FOR OR THROUGH AN ORG. BY EDUCATION AND STATE
PERCENT US POPULATION AGE > 25 WHO VOTED IN NOV. 2000
ELECTION, BY EDUCATION AND STATE