NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1260151
Record Type: Journal
Publication Date: 2020
Pages: 31
Abstractor: As Provided
ISSN: ISSN-1541-0935
Examining the Academic Effects of Developmental Education Reform: Faculty Perceptions from a Large, Public, Urban University
Lane, Cary; Schrynemakers, Ilse; Kim, Miseon
Community College Enterprise, v26 n1 p27-57 Spr 2020
This follow-up study to College Readiness in Post-Remedial Academia (Schrynemakers, Lane, Beckford, & Kim, 2019) analyzed faculty's perceptions about students' academic literacies, academic standards, and grade inflation currently, as well as compared to five years ago. The study was conducted during a multi-year developmental education reform effort at a large, public, urban university, which has accelerated access to gateway courses and aims to improve college completion. Faculty also shared their attitudes about the need, if any, for high-stakes standardized testing at the associate's level (before students enroll in bachelor's level coursework). Findings indicated that a majority of surveyed faculty (N = 1512) at both community colleges and four-year colleges perceived weaker student academic literacies and academic standards compared to fve years ago. Community college faculty--especially those teaching developmental education and mathematics--perceived the lowest levels of academic standards during this time. Respondents also identified significant levels of grade inflation, with half of surveyed faculty calling for a return of high-stakes standardized testing before students are permitted to enroll in bachelor's degree programs.
Schoolcraft College. Community College Enterprise, 19600 Haggerty Road, Livonia, MI 48152. Fax: 734-462-4679; e-mail:; Web site:
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
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A