Developmental Education: Programs and Practices Across Ohio Higher Education Institutions

1. Developmental Education:Programs and Practices AcrossOhio Higher Education Institutions Lana Evans (Chair) and David Haiduc OADE Research Committee Friday, October 22, 2004

2. Today’s presentation includes • Introduction to Research Committee • A Review of Committee Purpose, Responsibilities, and Goals • Results from the first major study • Conclusion and Discussion of Results • Future Research Projects

3. Vision for/Purpose of the Research Committee • To enable the organization and its membership to shape the caliber of the public and political discussion regarding developmental education.

4. Research Committee’s Responsibilities • Conduct surveys of students, OADE members, and institutions to gather data for use in decision-making • Maintain record of OADE members’ research activities • Conduct studies which advance or define the status of developmental education

5. Research Committee Goals • To develop and implement a research agenda • Provide timely research that is useful and practical • Help position OADE as a well-respected, credible, and visible resource for practitioners, policymakers, parents & students

6. Foundational Research Study

7. Current Project • Foundational research study that examines and describes the landscape of developmental education in Ohio • Provide the findings in a variety of formats accessible to the membership and public

8. Statement of the Problem • Ohio’s myriad approaches to developmental education preclude practitioners and constituents from understanding and evaluating the value of such programs.

9. Purpose of the Research • To develop a definitive and descriptive resource that details developmental education programs and procedures in Ohio.

10. Literature Review • Three Major Studies : • What Works: A Guide to Research-Based Best Practices in Developmental Education (Boylan, 2002) • Remedial Education at Degree-Granting Post-secondary Institutions (1998 and 2003)

11. Methodology • Survey Research • Population of 170 Ohio Institutions • IPEDS Data (Title IV Institutions) • Ohio Board of Regents data

12. Methodology • 5 major Carnegie Classification types • Doctoral/Research Universities • Master’s Colleges & Universities • Baccalaureate Colleges • Associate’s Colleges • Specialized Institutions

13. Instrumentation • Expert panel reviewed & approved questionnaire prior to distribution • Effort to boost response rate: • Identified appropriate contact • National Center for Dev Ed Ex. Dir • Self-addressed, pre-stamped envelope • Follow-up phone calls

14. Instrumentation • Questionnaire Content • 5 Major Sections • NADE Definition of Dev Ed • General Dev Ed Information • Diagnostic Assessment & Placement Procedures • Developmental/Remedial Education Course Work • Student Services and Academic Advising • Services for Students with Disabilities

15. NADE Definition Developmental education programs and services address: • Academic preparedness • Diagnostic assessment and placement • Development of general and discipline-specific learning strategies • Affective barriers to learning • Learning assistance • Tutoring, mentoring, and supplemental instruction • Personal, academic, and career counseling (http://www.nade.net/A1.%20de_definition.htm)

16. Response Rate • 170 surveys mailed • 59 surveys received • 34.71% response rate • 44 of non-respondents were specialized colleges (i.e. arts/music, medical, and business schools). • 3 Specialized Colleges responded and offered remedial course work • 41% response rate if these schools are factored out.

17. N=59

18. Selected Results

19. N=52

20. N=59 institutions

21. N=56

23. N=16 responses

24. N=126 responses

25. N=62 responses

26. N=52

27. What Types of Institutions Allow Students to Bypass Remedial? • 17 colleges allowed bypass with permission (13 AA, 4 BA) • 8 colleges allowed bypass without permission (3 MA/PhD, 2 BA, 3 AA)

28. N=52

29. N=59

30. N=57

31. N=7 responses

32. N=59 institutions

33. N=136 responses

34. N=70 responses

35. Are students restricted from taking college-level courses while enrolled in developmental/remedial course work? N=51 responses

36. Does your institution have formal/informal agreement(s) with other institutions to provide developmental/ remedial course work? N=57 responses

37. N=7 respondents

38. N=444 responses

39. N=138 responses

40. Academic Advising

41. N=381 responses

42. N=59 institutions

43. So What? • Developed our baseline description • Determined areas of potential weakness based best practices • mandatory placement not enforced • little information collected on noncognitive characteristics • not restricting enrollment in other college courses • Opportunity to include your institution • Searchable database for use in informing policymakers, parents, students, and practitioners (Work in progress)

44. Future Research Needs and Ideas • Ideas for future research? • Examples could include • Develop a success rate database • Disaggregate the data using IPEDS Institutional Characteristics • Questions? • Needs to be addressed by Research Committee?

45. Contact Information • Lana Evans, Chair Director of Grants and Research Northwest State Community College (419) 267-5511, Ext. 225 levans@northweststate.edu • David Haiduc Assessment and Testing Coordinator Cuyahoga Community College (216) 987-2515 David.Haiduc@tri-c.edu