Accelerating developmental ed

Three models of accelerated developmental education are catching on at community colleges, according to WestEd’s Game Changers series. Acceleration cuts the time in remedial courses, letting students enroll more quickly—or immediately—in for-credit courses that lead to a certificate or degree. Acceleration strategies include:

Helping students avoid developmental education whenever possible

Revising the developmental education curriculum to shorten the sequence, align it with transfer-level and career technical coursework, and make it more rigorous

Providing additional student supports that are integrated with coursework

Providing remediation simultaneously with courses that lead to credentials

Customizing and contextualizing remediation along multiple academic and career pathways so that students learn math or language arts concepts based on their specific needs and on their desired instructional programs

Monitoring progress at regular intervals based on demonstrated competency rather than on seat time

“The most essential principle is for faculty to rethink the content of the developmental education sequence,” says Katie Hern, director of the California Acceleration Project, and a Chabot College English instructor.

On the English side, I question the way we’ve typically broken out our curriculum—such as teaching grammar first, then the sentence, then you step it up to work on paragraphs for a semester, then personal essays. There are assumptions that academic literacy can be broken into a linear subscale—that leads to a terrible curriculum. At Chabot College, we have a principle that what you need to do is practice the exact things college-level English will ask you to do. It’s the opposite of fragmentation. You are reading books, doing higher-order thinking, and writing essays. And you do that in developmental education classes. Students feel like they’re in a college English class—they just aren’t as good at it yet and they need additional supports.

Community college faculty are well aware of the high failure rates in traditional developmental education and open to new high ideas, say acceleration advocates.

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Jim Sayers

While I see the logic in the Developmental revisions, I also have questions that I don’t see being answered. The two most underlying questions are about ability and money. We are expecting the same community colleges who have been implementing Developmental Ed somewhat carelessly for a decade to be able to construct an accelerated system that, in fact, requires a more sophisticated focus than that which preceded it? (This is a question) My second question is similar in the before and after trope: most community colleges have starved Developmental Ed, I think. How is the ramping up of new systems going to take place when most of the DevEd faculties are adjunct? Unless these questions are carefully considered, I don’t see these innovations working at all.

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