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ERIC Number: EJ1010029
Record Type: Journal
Publication Date: 2013
Pages: 5
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1066-8926
The Opposing Forces That Shape Developmental Education
Jaggars, Shanna Smith; Hodara, Michelle
Community College Journal of Research and Practice, v37 n7 p575-579 2013
Nationwide, community colleges struggle with how to improve the poor outcomes of students referred to developmental education. Based on a case study of an urban community college system, this paper sets forth an "opposing forces framework" to help diagnose the underlying issues that may thwart colleges' efforts to improve developmental outcomes. We identify three sets of opposing forces: system-wide consistency versus institutional autonomy; efficient versus effective assessment; and promotion of student progression versus enforcement of academic standards. Within each set, both goals are important and worthy, but they also tend to work in opposition to one another, creating confusion, frustration, and other barriers to meaningful reform. We describe how each of the three tensions shape developmental policy and practice. We also provide suggestions on potential reforms that could bring these apparently opposing forces into alignment and, thus, create a developmental education system that works to meet all its stakeholders' goals.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A