When Developmental Education is Optional, What Will Students Do? A Preliminary Analysis of Survey Data on Student Course
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When Developmental Education is Optional, What Will Students Do? A Preliminary Analysis of Survey Data on Student Course Enrollment Decisions in an Environment of Increased Choice Toby Park 1 & Chenoa S. Woods 1 & Keith Richard 1 & David Tandberg 1 & Shouping Hu 1 & Tamara Bertrand Jones 1
# Springer Science+Business Media New York 2015
Abstract Historically, college students needing additional academic preparation have been assigned to developmental/remedial courses. In 2013 Florida took a drastic departure from this model by passing Senate Bill 1720, which prohibited institutions from requiring placement tests and made developmental education optional for many students, regardless of prior academic preparation. For this pilot study we conducted a survey at two colleges in the Florida College System to begin to understand the kinds of courses students will take now that developmental education is optional and the factors that students considered when making their course enrollment decisions. Key words developmental education . community colleges . education policy
Toby Park is Assistant Professor of Economics of Education and Education Policy and Associate Director of the Center for Postsecondary Success at Florida State University. He received his B.S. in mathematics and his M.Ed. in higher education from the University of Pittsburgh and his Ph.D. in education policy from Vanderbilt University. His research interests include student outcomes in postsecondary education and exploring potential policy initiatives that could improve student success, with a particular focus on non-traditional students and institutions. He can be reached via [email protected]. Chenoa S. Woods is a Postdoctoral Research Fellow at the Center for Postsecondary Success at Florida State University. She received her B.A. in psychology and M.S. in school counseling from California State University, Long Beach, and her Ph.D. in education policy and social context from the University of California, Irvine. Her research interests include exploring the relationships between precollege counseling, college choice, postsecondary transitions, and student success. Keith Richard is a Ph.D. candidate in Sociology and a Research Assistant in the Center for Postsecondary Success at Florida State University. He received his M.A. in psychology from Florida State University and B.A. in psychology from Coastal Carolina University. His research interests include community college reform, sociology of education, and social inequalities. David Tandberg is Associate Professor of Higher Education and Associate Director of the Center for Postsecondary Success at Florida State University. He received his B.S. in history and education from Adams State College and his M.A. in political science and Ph.D. in higher education from Pennsylvania State University. His research interests include state higher education policy and politics.
Innov High Educ
As students transition into college from high school, military service, or the world of work, many may be underprepared
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