What Works:

Research-Based Best Practices in Developmental Education

A Presentation by Ruth Dalrymple and Marilyn Mays based on Hunter

R. Boylan’s work

Texas Collaborative for Teaching Excellence, June 12 – 13, 2003

Organizational, Administrative, and Institutional Practices

Centralization of Program Activities Coordination of Dev Ed Courses and

Services Management of Faculty&Student

Expectations of Dev Ed Collaboration with Other Academic Units Establishment of Mission, Goals, and

Objectives

Organizational, Administrative, and Institutional Practices

Identification of Dev Ed as an Institutional Policy

Provision of Comprehensive Support Services

Funding for Innovative Program Development

Integration of Dev Ed and Community Outreach

Program Components

Assessment/Placement Systematic Program Evaluation Formative Evaluation for Program

Improvement Professional Development Tutoring Professional Associations

Program Components

Adjunct Faculty Student Performance Monitoring by

Faculty and Advisors Developmental Philosophy as a guide to

program activities Classroom/Lab Integration

Instructional Practices

Learning Communities Varied Instructional Methods Supplemental Instruction Testing Opportunities Technology (moderation) Feedback Mastery Learning

Instructional Practices

Linking Dev to Academic Courses Share Instructional Strategies Critical Thinking Learning Strategies Active Learning Classroom Assessment Techniques

Best Practices

Study from NCDE for THECB “An Evaluation of Developmental Education at

Texas Colleges and Universities” Boylan and Saxon Institutions identified as most successful in using

dev ed to prepare students for TASP and college-level courses

Called “Best Practices”

Level One

Strongly supported by the survey Research and literature available Many experts available

Level Two

Supported by study Some literature and expert opinions

Level Three

Little or no support from literature Still may be used to characterize

successful dev programs in Texas

Survey and Texas

Over 4000 faculty/administrators targeted 13% responded 94% of institutions represented Concerns (low participation, access to

web) Biggest Concern: overstating adoption

of best practices

Preliminary Results

Common Weaknesses Lack of integration with campus outreach

services Lack of grant funds Lack of centralized organization for dev ed Professional Development for faculty Tutor training

Preliminary Results

Dev Ed faculty not professionals in area/not trained

Infrequent testing Lack of forums to share ideas Failure to implement strategies

Preliminary Results

Strengths Assessment/Placement Adoption is proceeding (slowly)

Mathematics Developmental Education in Texas Institutions

of Higher Education

Survey of Best Practices Adoption

January 2003

Texas Higher Education Coordinating Board

 

# Statement StronglyDisagree

Disagree Agree Strongly Agree

Organization and Administration

1. We have a centralized developmental education program.

13.7% 17.7% 28.4% 40.1%

2. We have a highly coordinateddevelopmental education program

5.7% 19.4% 38.0% 37.0%

3. Expectations for developmental education are well-managed

5.2% 13.9% 43.0% 38.0%

4. There is collaboration between developmental education and other campus units.

6.2% 18.6% 44.0% 31.3%

# Statement StronglyDisagree

Disagree Agree Strongly Agree

Organization and Administration

5. Our developmental program has a clearly defined statement of mission, goals, and objectives.

4.5% 10.7% 35.1% 49.7%

6. Developmental education is an institutional priority.

6.7% 13.5% 38.6% 41.1%

7. The institution provides comprehensive services in support of developmentaleducation.

4.2% 11.0% 40.6% 44.1%

8. Grant funds are used to support innovation in developmental education.

9.4% 25.6% 41.5% 23.6%

9. Developmental education is integrated with campus outreach services in thecommunity. 

11.0% 36.1% 38.6% 14.2%

# Statement StronglyDisagree

Disagree Agree Strongly Agree

Program Components

10. Assessment is mandatory for all entering students.

1.5% 3.3% 25.4% 69.7%

11. Placement in courses is mandatory based on assessment.

2.5% 5.2% 30.3% 62.0%

12. A systematic plan is in place for the evaluation of developmental educationcourses and services.

4.3% 19.2% 37.6% 38.8%

13. Formative evaluation is used by developmental educators to refine and improve courses and services.  

5.9% 16.1% 48.3% 29.8%

14. Professional development for developmental educators is consistently supported.

7.0% 16.7% 38.0% 38.3%

# Statement StronglyDisagree

Disagree Agree Strongly Agree

Program Components

15. Tutoring is provided to developmental students in all basic skills subjects.

2.3% 5.9% 28.9% 62.9%

16. Tutors working with developmental students are required to participate intraining activities.

10.0% 28.3% 38.8% 22.9%

17. Developmental educators are regularly involved in their professional associations.

6.0% 24.2% 44.1% 25.6%

18. Adjunct faculty are treated as an important resource for developmental education.

5.9% 11.4% 37.6% 45.2%

19. Student performance is systematically monitored by faculty and advisors.

3.0% 12.0% 41.8% 43.1%

# Statement StronglyDisagree

Disagree Agree Strongly Agree

Program Components

20. A written philosophy statement guides the provision of developmental education courses and services.

4.7% 19.4% 39.3% 36.6%

21. Classrooms and laboratories are well integrated. 

6.5% 15.6% 41.1% 36.8%

# Statement StronglyDisagree

Disagree Agree Strongly Agree

Instructional Practices

22. Learning communities are provided for developmental students.

8.2% 35.1% 39.0% 17.7%

23. A wide variety of different instructional methods are used in developmental courses.

3.5% 13.9% 43.1% 39.5%

24. Students are tested at least 10 times a semester in developmental courses.

12.4% 36.3% 29.4% 21.9%

25. Technology is used primarily as a supplement for instruction in developmental courses.

3.8% 11.4% 52.7% 32.1%

26. Feedback is frequently provided on a regular basis in developmental courses.

2.3% 9.4% 43.5% 44.8%

# Statement StronglyDisagree

Disagree Agree Strongly Agree

Instructional Practices

27. Mastery learning is a common characteristic of developmental courses.

5.0% 21.7% 42.8% 30.4%

28. Systematic efforts are made to link the content of developmental courses tothe rest of the curriculum. 

 

4.0% 15.4% 45.3% 35.3%

29. Instructional strategies are regularly shared among developmental instructors in some systematic way.

9.4% 29.3% 40.6% 20.7%

30. Critical thinking is taught in all developmental courses.

5.0% 18.7% 46.5% 29.8%

# Statement StronglyDisagree

Disagree Agree Strongly Agree

Instructional Practices

31. Learning strategies are either embedded in developmental coursesor taught as a separate course.

4.0% 11.9% 50.3% 33.8%

32. All developmental instructors regularly use active learning techniques in their courses.

4.3% 26.3% 43.3% 26.1%

33. All developmental instructors regularly utilize Classroom Assessment Techniques in their courses.

7.0% 29.3% 44.5% 19.2%