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Beginning in 1998, Edge.org has asked a diverse group of scholars, intellectuals, and artists the annual Edge Question, a question designed to spark arguments about provocative ideas to be published online and collected into print volumes intended for a general public audience. Edge Questions have included such questions as “What is your dangerous idea?,” “What have you changed your mind about? Why?,” and the one that inspired this collection: “What scientific idea is ready for retirement?”
The Common Core State Standards (CCSS), implemented in 44 U.S. states and the District of Columbia, are pegged to a set of college and career readiness standards. To the extent that these standards represent a consensus on what students should know and be able to do to succeed in college, they provide an opportunity for the creation of a better aligned K-16 system. Ideally, they can offer greater clarity to secondary educators on how to better prepare students for college, with the ultimate goal of increasing the number of high school students who meet college readiness benchmarks.
In the past decade, developmental education has come under increased examination by stakeholders. Founded as an avenue for learners with academic deficits to meet educational goals, developmental education has helped many students. However, many more learners fail to succeed due to institutionalized difficulties, chief of which is a no-credit return on a highly intensive temporal and economic commitment.
States across the nation are focused on increasing the educational attainment levels of their populations to respond to projections of workforce need, strengthen economic development and compete more successfully in the domestic and global economy.
We review the effectiveness of first-year seminars based on the widely used criteria of first-year grades and the 1-year retention rate.
This preliminary report on the efforts of the House Bill 26811 (HB 2681) work group is divided into two primary sections: a context-setting background section followed by a progress report section on the activity of the HB 2681 work group in Fall 2015.
This is a listing of all issues of Research in Developmental Education. Any of these back issues may be purchased using the order form. You will need to specify the desired volume and issue number(s).
Learning Communities Research and Practice (LCRP) is an open-access, peer-reviewed journal that provides a forum for higher education faculty, staff, researchers, administrators, and students to share current research, effective practices, critical reflections, and resources related to student learning communities in higher education. The purpose of LCRP is to promote practices and knowledge that strengthen the learning communities field.
Every year, millions of new college students arrive on campus lacking the necessary academic skills to perform at the college level. Postsecondary institutions address this problem with extensive remedial programs designed to strengthen students’ basic skills.
These principles are designed to serve as a guide for state policy makers seeking to improve postsecondary developmental education through mandated statewide innovations. They are based on sound principles of research and policy analysis and should be considered when implementing new policies and programs in developmental education.
The mission of the General College (GC) is to provide access to the University of Minnesota for highly motivated students from the broadest range of socioeconomic, educational, and cultural backgrounds who evidence an ability to succeed in the University’s rigorous baccalaureate programs. The mission is accomplished through a developmental general education program offered in a multidisciplinary and multicultural learning community by nationally recognized faculty and staff who are grounded in the theory and practice of developmental education.
The purpose of this paper is to provide an operational definition of college readiness that differs from current representations of this concept primarily in its scope. The paper suggests that, while much has been learned about this phenomenon, particularly during the past 20 years, few systematic attempts have been made to integrate the various aspects or components of college readiness that have been investigated in some depth during this period of time.
Concerns about remedial courses have led to new strategies for preparing students for college-level coursework. The 10 articles in this collection examine how some of those ideas are working.
The idea behind guided pathways is straightforward. College students are more likely to complete a degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan.
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