Developmental Education Reform for the Public Good: Contrasting Theoretical Perspectives

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-11 - Tinkering Toward Success: Critical Considerations on the Intersection of Disability Studies and Educational Policy

Abstract

A robust policy debate has emerged around developmental education (DE) reform as some states have enacted laws that curtail the availability of remedial course offerings in public institutions. On one side of the debate are stakeholders who argue that the high costs of DE for institutions and students necessitate dramatic reform and sometimes the elimination of remedial coursework. Others contend that DE serves the indispensable function of providing educational opportunity to students who are disproportionately from vulnerable student populations such as low income students, English language learners and immigrant students, and students from underrepresented racial and ethnic groups. Therefore, the purpose of this scholarly paper is to explore different theoretical perspectives on how developmental education reform serves the public good.

Authors

• Tamara Bertrand Jones, Florida State University

• Rebecca Brower, Florida State University

• Sophia Glenyse Rahming, Florida State University

• Sandra K Martindale, Florida State University

• Amanda N Nix, Florida State University

• Shouping Hu, Florida State University

• Toby Park, Florida State University

• David Allen Tandberg, State Higher Education Executive Officers