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ERIC Number: ED369438
Record Type: RIE
Publication Date: 1992
Pages: 70
Abstractor: N/A
Foundations and Contexts of Developmental Education in Higher Education.
Losak, John; Miles, Curtis
This paper briefly examines the key contexts of developmental education as it has evolved in the United States, focusing on historical perspectives; demographics of student diversity; evolving definitions; and the philosophical, political, and financial contexts of developmental education. The first section traces the evolution of developmental education through colonial and pre- and post-Civil War periods, the early 20th century, and recent decades. The next section links the significant increase in the need for developmental education to the dramatic increase in the percentage of the college-age population enrolling in higher education in the last few decades, and the increasing diversity in college student populations in the past 40 years. The paper then looks at the variety of terms used to describe underprepared college students and the curricular offerings designed to offer them special support, and the practical impact of the definitions of these terms. Next, the philosophical contexts of developmental education are considered. The influence of meritocratic and egalitarian positions on access to higher education is discussed in terms of admissions policies and the structural role of developmental programs. In addition, institutional philosophy related to remedial curricula and grading practices are discussed. The political contexts of developmental education are addressed next, focusing on the impact of societal values and external and internal politics. After discussing financial considerations related to developmental education, including operational college income formulas, federal student financial aid, and special grants, the paper gives concluding comments and offers suggestions for future research. Contains 80 references. (KP)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A