Information Illiteracy Stopped through the Developmental Education Program

Part 2 of a 5 part series – The Beginning of Information Illiteracy. See Part 1 here.

High school students are not guaranteed success in college when they have completed college-preparatory courses (Conley, p. 4). Preparation for the graduate would come from their high school’s curriculum that would: (a) measure student academic progress; (b) observe the methods in which states, districts, schools, principals, and teachers are educating students; and (c) observe teachers’ adjusting their educating styles (DOE, 2010 p. 8). In high school English, mathematics, and science courses, students have not been taught how “to draw inferences, interpret results, analyze conflicting source documents, support arguments with evidence, solve complex problems that have no obvious answer, draw conclusions, offer explanations, conduct research, and generally think deeply about what they are being taught” (Conley, 2007c, p. 23).

BACKGROUND

Eighty-three per cent of college students who passed developmental reading could, in 2011, “pass their first college social science course” (Boylan & Bonham , 2011, p. 31). Also, in 2011, 77.2% students who passed developmental mathematics, could “also pass their first college mathematics course; and of those passing developmental English, 91.1% also pass their first college English course” (Boylan & Bonham , 2011, p. 31).

SOLUTION

But those courses were not the remedial courses that were for students that were great at writing or mathematics. Remedial courses were meant as a refresher of skills that were already learned in high school but needed a “pre” course to take before the “real” entry-level course would be taken (Boylan & Bonham, 2007). The “pre” courses were known as existing in the institution’s remedial programs and were designed “to compensate for deficiencies in prior learning” (Boylan & Bonham, 2007, p. 2). Developmental education courses were for students who needed to be taught what they had never learned or had forgotten.

References

  • Aarons, D. I. (2009). Enthusiasm builds for data systems. Education Week, 28(34), 18-19.
  • Adelman, C. (2008). Accountability “light”: Our version is going the way of the dollar vs. the euro. Liberal Education, 94(4), 6-13.
  • Boylan, H. (2001). Making the case for developmental education. Research in Developmental Education, 12(2), 1-4.
  • Boylan, H. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improvement Network with the National Center for Developmental Education.
  • Boylan, H. R. & Bonham, B. S. (2011). Seven myths about developmental education. Research & Teaching in Developmental Education, 27(2), 29-36.
  • Boylan, H., Bliss, L., & Bonham, B. (1994). National study of developmental education: Characteristics of faculty and staff. Paper presented at the National Association for Developmental Education Conference. Retrieved from http://www.ncde.appstate.edu/reservereading/Outcomes_of Remediation.htm
  • Boylan, H., Bliss, L., Bonham, B., & Claxton, C. (1992). The state of the arts in developmental education. Paper presented at the First National Conference on Research in Developmental Education, Charlotte, NC. Retrieved from http://www.ncde.appstate.edu/ reserve_reading/Outcomes of Remediation.htm
  • Boylan, H. R., & Bonham, B. S. (2007). 30 years of developmental education: A retrospective. Journal of Developmental Education, 30(3), 2-4.
  • Chaffee, J. (1992). Critical thinking skills: The cornerstone of developmental education. Journal of Developmental Education, 15(3), 2-8, 39.
  • Conley, D. (2007c). The challenge of college readiness. Educational Leadership, 64(7), 23–29.
  • Conley, D. (2008b). Rethinking college readiness. New England Journal of Higher Education, 22(5), 24–26.
  • Conley, D. (2010a). Eligible and ready for college. Principal Leadership, 18–22.
  • Conley, D. (2010b). Replacing remediation with readiness. Invitational conference on developmental education sponsored by the National Center for Postsecondary Research. New York, NY.
  • Conley, D. (2010c). College and career ready: Helping all students succeed beyond high school. San Francisco, CA.
  • Department of Education (DOE). (2010). A blueprint for reform: The reauthorization of the Elementary and Secondary Education Act. Washington, DC.
  • Harris, J., & Eleser, C. (1997). Developing critical thinking: Melding two imperatives. Journal of Developmental Education, 21(1), 12-19.
  • Los Medanos College. (2011). Developmental education program. Retrieved from http://www.losmedanos.edu/deved/studentsupport.asp
  • MiraCosta College. (2011). Developmental skills initiative. Retrieved from http://www.miracosta.edu/instruction/english/developmentalskillsinitiative.html
  • Obama, B. (2011). President Obama calls on Congress to fix No Child Left Behind before the start of the next school year. Retrieved from http://www.whitehouse.gov/the-press-office/2011/03/14/president-obama-calls-congress-fix-no-child-left-behind-start-next-schoo
  • Office of Program Policy Analysis & Government Accountability. (2007). Steps can be taken to reduce remediation rates; 78% of Community College Students, 10% of University Students Need Remediation. Report No. 06-40. Retrieved from http://www.oppaga.state.fl.us/reports/pdf/0640rpt.pdf
  • Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks: Sage.
  • Roueche, J. E. & Roueche, S. D. (2003). Making remedial education work:Community colleges still have a long way to go to meet the needs of at-risk students. Washington, DC: American Association for Higher Education & Accreditation, Inc. Retrieved from http://www.aahea.org/bulletins/articles/remedial.pdf

Editor’s Note – this article first published in Computer Savviness – and republished with the author’s permission.

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