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ERIC Number: ED469342
Record Type: Non-Journal
Publication Date: 2002-Sep
Pages: 53
Abstractor: N/A
Reference Count: N/A
Developmental Education and College Opportunity in New England: Lessons for a National Study of State and System Policy Impacts. Pilot Study.
Lucy-Allen, Dale; Merisotis, Jamie; Redmond, Christina
A pilot project was developed to examine how changing governmental policies designed to reduce or eliminate developmental education have been affecting the organization and delivery of developmental instruction, admissions practices, and other institutional decisions and processes in the New England states. The pilot project does not evaluate New England's state policies or compare New England public institutions, but does provide clues and lessons on how developmental education policies are being implemented. The paper begins with a national profile of overarching themes related to developmental education across the United States, followed by a concentrated examination of developmental education in six New England states. Overall, there are only limited instances of written statewide policies on developmental education, Massachusetts being a clear exception with a detailed, written policy. In Massachusetts, the pilot study examined the implementation of the policy and contextual information. The Massachusetts policy requires that any new freshman requiring two or more developmental courses at a four-year institution is expected to enroll at a community college for those courses. The paper also includes state-by-state synopses of current unwritten or informal policies in the other New England states: Connecticut, Maine, New Hampshire, Rhode Island, and Vermont. The lessons learned from this examination of developmental education in one area have implications for the conduct of a national study of policies in all states. An appendix contains profiles of five institutions visited and vignettes of other campuses from which information was obtained. (Contains 30 references.) (SLD)
For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Institute for Higher Education Policy, Washington, DC.; Massachusetts Univ., Boston. New England Resource Center for Higher Education.