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 Strongly Disagree AgreeStrongly 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 coordinated developmental 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 Strongly Disagree AgreeStrongly 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 developmental education. 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 the community. 11.0%36.1%38.6%14.2%

# Statement Strongly Disagree AgreeStrongly 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 education courses 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 Strongly Disagree AgreeStrongly 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 in training 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 Strongly Disagree AgreeStrongly 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 Strongly Disagree AgreeStrongly 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 Strongly Disagree AgreeStrongly 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 to the 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 Strongly Disagree AgreeStrongly Agree Instructional Practices 31. Learning strategies are either embedded in developmental courses or 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%