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Dr. D. Patrick SaxonAssociate Professor and Director,
Developmental Education Administration Ed.D. ProgramSam Houston State University
Executive Board MemberNational Association for Developmental Education
Alabama Association for Developmental Education, October 30, 2015
© Saxon, 2015
Critique/Assault on the DevEdDiscipline
Obama Adm. Under Secretary of Education, Ted Mitchell, 2014
“We need to crack the problem of remediation.”
Cited Efficacy ResearchExample: Remediation: Reports of Its Failure Are Greatly Exaggerated
www.ncde.appstate.edu
Studied and Documented Best Practices
Engaged in Program Improvement
Adopted Reform
Told Our Program and Student Stories
Tried to Maintain a “Voice in the Conversation”
Copyright, Saxon, 2015
MediaThe Chronicle, Wall Street Journal, Inside Higher Ed, Education
Writers Association
Legislative EventsConnecticut, Florida, Illinois, Kentucky, Texas, Wyoming
Advising Bodies (i.e. Task Forces, Institutional Committees, etc.)
Philanthropic Supported Initiative-Based EventsCopyright, Saxon, 2015
Practitioners, Field Scholars, and AdministratorsMust
Maintain our Perspective or “Voice” in the Conversation
and must Use it Wisely and Effectively
Copyright, Saxon, 2015
1. Influx of public and foundation money - the likes of which we’ve never seen.
2. Politically well-connected opportunists establish non-profit organizations selling “quick solutions.”
3. This requires “ginning up” rhetoric and selling “innovative solutions.”
4. Opportunists use “talking points” to saturate the discourse and efficiently gain attention.
Copyright, Saxon, 2015
We represent our programs and students to:
Department Heads College Administrators Presidents Advisory and Policy Making Agencies
And perhaps sometimes, even legislators.
Therefore, consider political advocacy as professional development for the field.
Copyright, Saxon, 2015
Acknowledge that professionals are open to opportunities to improve practice.
Be prepared to state beliefs in the form of a clear and memorable message.
Arm yourselves with Talking Points: n. Key messages designed as persuasive, succinct statements. Adapted from www.sourcewatch.org
Have supportive commentary for talking points.
Stay on message, repeat whenever possible.
Copyright, Saxon, 2015
3. No matter what the question use your answer to get back to our message.
You have a tendency to answer just the question asked. That’s good manners, but bad politics. Take every opportunity you can to shift your response to an area you want to talk about and then be really expansive on that part of the answer.
Source: (Grunwald, 1999)
DevEd Reform COMPASS Elimination CCA’s Game Changers Guided Pathways (Gates, CCA, CCRC) Your Best Ideas for Student Success The Results of Dev Ed Elimination (FL)
© Saxon, 2015
In 2013, Florida Statute 1008.30 restructured developmental education.
Requires colleges to offer dev ed options a student may take while enrolled in college-credit courses.
Exempt students are: Students who entered 9th grade in a Florida public school in 2003-2004 or thereafter and who earned a standard Florida high school diploma; or Students who are serving as active duty members of the United States Armed Services.
© Saxon, 2015
Impact on Dev Ed Headcount declined by 22%, credit hours declined by 42% 2,079 enrolled in dev ed in Fall 2014 Of those 33% opted-in (Students don’t do optional?) Perhaps had to quickly add about 35 sections of dev ed (assume class size = 20) Most chose contextual option (61%) Compressed had highest success rates: 69% (vs.55% contextual)
Opt Ins Success rates of 64% (as high as 74% for Compressed Courses) Lower withdraw rates – 8%
Opt Outs Lower term and overall GPAs relative to other TCC students Success rates for college math (C or better) were 58% for opt outs. Higher withdrawal rates – about 12%
© Saxon, 2015
Students opting out were more likely to fail gateway courses.
Miami Dade went from 16K to 20K students in college math.
Pass rates declined from 56% to 47%.
Similar results at other Florida Colleges© Saxon, 2015
or Captain Obvious says…
Students are reluctant to enroll in developmental courses even when advised to do so.
We were surprised when students not only didn't take the recommendation in one area, but also didn't take it in two or three courses. Jesse Coraggio, VP of Institutional effectiveness, St. Petersburg College
The drop in the pass rate has to do with students who are not prepared for college courses and are now entering them.Lenore Rodicio, Miami-Dade Provost for Academic Affairs
© Saxon, 2015
Students and faculty were frustrated at the fast pace of redesigned courses
Software used in redesigned math courses was criticized as being cumbersome and inaccurate
Generally students felt assessment and dev. ed courses were important to their success
Little training, development, and support has been offered for redesign
Some quality dev. ed. program elements have been undermined or eliminated by the new law
Students really appreciated the chance to be heard© Saxon, 2015
Valencia’s president Shugart states:
“We need to assess student skills.”
“Letting students decide whether they need remedial courses is shortsighted.”
It seems no one’s pushing a dev. ed. optional agenda anymore
© Saxon, 2015
College Ready, Without Remediation? Higher Ed 2015
http://www.ewa.org/multimedia/college-ready-without-remediation?utm_source=newsletter&utm_medium=email&utm_content=20151003&utm_campaign=rewind
It’s been a year since Florida prohibited public colleges and universities from requiring students to take the tests that determine who needs remedial education courses, meaning that any students could immediately enroll in college courses. What do the early data on such moves indicate?
•George Miller, Senior Education Advisor, Cengage Learning and former U.S. Representative•Sandy Shugart, President, Valencia College•Scott Jaschik, Inside Higher Ed (moderator)
© Saxon, 2015
“Developmental education promotes quality and supports diversity in open access
education.”
Copyright, Saxon, 2015
“A comprehensive developmental program approach is the only solution”
Copyright, Saxon, 2015
well-designed diagnostic assessment of academic skills and student affective factors,
availability of counseling and advising,
integration of study skills into the curriculum,
integration of academic support systems,
culturally responsive instruction and mentoring especially, for underserved college student populations, and
traditional and accelerated models of instruction delivered by the highest quality teachers.
Copyright, Saxon, 2015
“Not all students will be served effectively from redesign, ‘softening’ of placement policy, dev. ed. reduction, or elimination.”
Copyright, Saxon, 2015
“We must propose accountability measures for our reform agenda.”
Copyright, Saxon, 2015
“Developmental education is maligned for failures to enforce placement protocol and apply first-year retention plans.”
Copyright, Saxon, 2015
Partner Up
Pick a Topic of Concern
Develop a Talking Point
Briefly Defend it
Copyright, Saxon, 2015
