Do State-Level Policies for Developmental Education Address Inequality? A Content Analysis (Poster 18)

• In Event: Friday Poster Session 7:45 am
  In Poster Session: Social Policy and Education Poster Session

Abstract

State-level legislation has been a popular mechanism for reforming developmental education (DE) but despite reforms, low success rates and inequitable outcomes have persisted. Little is known about whether the language in DE policy has an equity focus. Cumulative Inequality Theory (CIT) was utilized as a theoretical foundation to inform this study--a content analysis examining state-level DE policy created between 2012 and 2021 to quantify whether those policies included an equity focus. Findings show only eight states included an equity focus in the language of their DE bills. The state-by-state comparison of equity-focused language can help legislatures and policymakers see how their bills compare to other states and whether their intended goals are clear in the policy language.

Author

• Leah Arambel, American River College