Burdening the Marginalized: How College Websites Discuss Developmental Education Policies

• In Event: Equity, Access, and Outcomes: Knowledge Acquisition Through Dual Enrollment and Developmental Education Programs

Abstract

Developmental education (DevEd) has become an increasingly complex process with placement policies varying across institutions. Yet, we know little about how institutions communicate this high-stakes process to their prospective students. In particular, we focus on the source that students are most likely to learn about college processes: institutional websites. Using an administrative burden framework, we examined the websites of 45 Michigan public colleges and found that while all colleges had information online that explained their DevEd policies, few had information that detailed their placement policies or the consequences of placement. As a result, many colleges place the burden on the most marginalized of students to learn about and comply with DevEd placement policies in the absence of clear, understandable information.

Authors

• Awilda Rodriguez, University of Maryland

• Josh Skiles, University of Michigan

• Katherine Lebioda, Eastern Michigan University

• Cassandra S. Arroyo, University of Michigan