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ERIC Number: ED594083
Record Type: Non-Journal
Publication Date: 2019-Mar
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
Common Elements of Developmental Education Policies. Policy Brief
Whinnery, Erin; Pompelia, Sarah
Education Commission of the States
For many students, developmental education is the largest obstacle to college success, hindering progress before they ever enroll in a college-level course. Postsecondary practitioners and researchers have been re-examining and challenging many traditional elements of developmental education from placement strategies to the sequence of courses that students must take. Policymakers are taking note of the research and considering new policies at the institutional, system and state levels. The policy examples reviewed in this report demonstrate how states and postsecondary systems guide student assessment and placement into either college-level courses or developmental courses, encourage best practices with new instructional methods and establish accountability. Across the states, these policies address: (1) College readiness assessments; (2) Assessment cut scores; (3) Multiple measures for course placement; (4) Innovative course models; and (5) Reporting requirements. This resource addresses these policy areas, aiming to help state policymakers and postsecondary leaders learn about policies that shape developmental education and how changes become codified.
Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org
Publication Type: Reports - Descriptive
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Education Commission of the States
Identifiers - Location: Colorado; Minnesota; Texas; Florida; Virginia; West Virginia; California; Massachusetts; North Carolina; Arkansas; Georgia; Idaho; Nevada; New Hampshire; Tennessee; Maryland