ERIC ED537486: From Roadblock to Gateway: Improving Developmental Education for Student Success

2012·1.6 MB·English

by  ERIC

From Roadblock to Gateway:
Improving Developmental Education for Student Success
written by SUSAN PARKER, Clear Thinking Communications
INTRODUCTION 3 in 5
college education, according to the Approximately students seeking
an ASSOCIATE DEGREE require remediation
College completion is a priority for 2010 report Help Wanted: Projecting Jobs
? ? ?
federal and state governments as well as
policy makers and funders. Yet a major 2018. To put it another way, employers
barrier exists for many students seeking will need 22 million new workers with
college certificates or degrees. postsecondary degrees, but the country
will fall short by three million workers
community college students and about without a dramatic change in course, 19%
one-quarter of students at four-year according to the report. 10%
universities are not well prepared to President Obama, meanwhile, has
succeed in college and are referred called for all Americans to restore the
into developmental education1 to take United States to its former position as
of those of those NOT
remedial courses in math, reading and the country with the highest percentage requiring remediation requiring remediation
graduate with an graduate with an
writing. However, many of the develop- of adults with postsecondary credentials. ASSOCIATE DEGREE ASSOCIATE DEGREE
within 3 years within 3 years
mental education options these students In order to meet the president’s ambi-
are offered do not effectively or quickly tious goal of an additional five million
1 in 4
provide students with the skills they community college graduates by 2020, Approximately students seeking
need to succeed in college. much more attention must be paid to a BACHELOR’S DEGREE requires remediation
?
Evidence shows that a high percent- the question of how to help students
age of students referred to developmen- succeed in college—especially those
tal education classes do not finish those students who face barriers of poverty
classes and do not go on to earn a col- and lack of preparation.
lege certificate or degree. Less than one-
quarter of community college students education is expensive for students, state 58%
who enroll in developmental education funding systems and college resources.
complete a degree or certificate within It is estimated that developmental
32%
eight years of enrollment in college.2 education costs states and students more
By helping students better prepare than $2 billion annually, money that
for college, and by reinventing the way neither the government nor students
colleges deliver developmental educa- get a good return on. In addition, the
tion, we can keep millions of students economy loses an estimated $2 billion
of those of those NOT
because developmental education requiring remediation requiring remediation
graduate with a graduate with a
stakes are too high to ignore. students are more likely to drop out BACHELOR’S DEGREE BACHELOR’S DEGREE
within 6 years within 6 years
By 2018, some 63 percent of all jobs of college without a degree, thereby
in the U.S. will require at least some reducing their earning potential.
SOURCE: Data are provided by Complete College America
and represent 33 states participating in the Completing
Innovation Challenge grant. The graduation rates are
1 Developmental education refers to a set of courses that help prepare students to be successful in college level coursework.
medians and represent full-time graduation rate cohorts
It also referred to as remedial education.
beginning in fall 2004 for associate students and fall
2 Attewell P, et al (2006). New evidence on college remediation. Journal of Higher Education. 2002 for bachelor students.
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“For far too many students, developmental education “There is an enormous mismatch between what
In addition to the economic cost and enhance their job prospects, and recent
implications, there is an equity argu- puts them on the path to dropping out——rather than immigrants. Each of these groups has students are learning in high school and what they
ment. Everyone who aspires to earn a different needs. For example, a 32-year-
actually developing skills that can help them complete need in college.”
college degree should be able to attend old adult returning to college may need — caroline altman smith,
and succeed in college, regardless of their education. We’ve got to find a way to meet the only to brush up on algebra rather than
take a semester-long course (or even
needs of today’s students so they can reach their
are least prepared and least likely to two). A recent high school graduate may enough for them to succeed in college, semester-length courses, rather than
succeed in college are often those who full potential.” have taken little math and need one or most would be hard pressed to know how shorter modules that target the specific
—suzanne walsh,
Bill & Melinda Gates Foundation
are low income, the first in their families two semesters of relevant math for a to prepare. States and colleges use many areas in which the student needs to
to attend college, and those from planned career in health. An immigrant different placement exams for students improve.
DEFINING THE PROBLEM
minority groups. At community colleges discouraging. Students can use up much may have difficulties with English but entering college. Even when they use the In addition, developmental education
serving large numbers of low-income, When students enroll in community of their financial aid, such as Pell grants, strong academic skills in his/her native same test, they use different cut scores to courses are often taught by adjunct fac-
first-generation and minority students, colleges and some four-year colleges, so that little remains for when they start language. Neither assessment tests nor indicate whether the student has “passed” ulty with little or no specialized training
only 8.5 percent of those referred to they are typically required to take a taking credit-bearing courses. placement into developmental courses and to determine the number of devel- in teaching this material to underserved
developmental education completed test to assess their skills in mathemat- Research shows that developmental currently differentiates between the opmental education courses students students. Developmental education
any credential within four years.3 ics, reading and writing. Based on education work has a limited effect on needs of each of these groups. will have to take. Education reformers courses are frequently disconnected
Furthermore, addressing develop- these tests, students are either deemed student success and completion. Of the are encouraged by the potential for the from the core academic departments
DIAGNOSING THE PROBLEM
mental education is crucial for many “college-ready” and can enroll in college- 60 percent of students in community Common Core State Standards and -
grantmakers in reaching their goals. level classes, or they are considered college who are referred to develop- A key reason for students’ underprepara- assessments in K-12 education to estab- ment within the college between what
Reforming developmental education is “developmental” students and must mental education courses, many do not tion is the lack of alignment between lish a more consistent readiness standard is taught in the developmental education
critical for funders who seek to improve take remedial courses and receive other enroll. Of those who do enroll, less than the K-12 system’s expectations of the and help ensure that students graduate sequence and what students are expected
college completion rates and our coun- academic services to raise their skills half complete remedial course work in skills required to graduate high school from high school ready for college, but to know and be able to do in their first
try’s economic productivity. reading and less than a third do in math. and colleges’ expectations of the skills it will take time for the results of these credit-bearing course.
score lowest on these tests may need to Students referred to the lowest level of needed to succeed in college. Students efforts to become clear. Developmental education generally
and lessons from an ongoing body of take up to five semesters of pre-college developmental courses have critically can graduate high school and still not Another issue is that college place- has a low status within colleges, and
work that has been supported by a num- classes before enrolling in their first low success levels in these courses— have the preparation they need to do ment exams do not pinpoint the areas until recently, has rarely been targeted
ber of funders working to reform devel- credit-bearing course. only 17 percent of math students and well in college. Education leaders at in which a student needs improve- for reform, investment or innovation.
opmental education. In June 2011, these About 60 percent of incoming 29 percent of reading students complete the high school and college level rarely ment. Instead, students who fall below
funders met with prominent researchers students at community colleges are the entire sequence of three or more meet to discuss ways to align their the cut score are referred to a standard exist to change current outcomes dra-
and higher education leaders to examine referred to at least one developmental term-length courses, according to the expectations and curricula so that stu- sequence of developmental courses (the matically. State postsecondary funding
promising strategies to accelerate stu- course.4 Many university students— Community College Research Center.5 dents are ready to succeed in college. number of classes depends on how they has historically been based on college
dents’ progress toward earning degrees 20 percent of first-year students at But even if students knew that their scored on the assessment). Often these enrollment figures, and it is usually not
and credentials by reforming devel- public universities—are also placed is a clear barrier to college success for high school diploma might not be classes are only offered in the form of based on the success of their students in
opmental education and by ensuring in developmental classes. many students. Less than one-quarter of completing courses, earning certificates
that more students enter postsecondary Most of these courses do not grant community college students who enroll and graduating. Perhaps for that reason,
“The world is rapidly changing and today’s young
college credit, so students may spend in developmental education complete a college policies often do not reflect the
brief summarizes key insights from months and even years taking non- degree or certificate within eight years adults need higher levels of communications skills latest research on college success, which
the gathering, from research and from credit courses before they can begin of enrollment in college. In comparison shows that for developmental students
and quantitative reasoning than ever before to par-
funders’ work to identify promising almost 40 percent of college students to succeed, they must be required to
areas for grantmakers to support. strain on students as well as being highly who do not enroll in any developmental ticipate fully in civic life, earn a living wage, get on a enroll in student success courses and
education course complete a degree or career track or switch to another. We owe it to them take developmental education during
certificate in the same time period. their first semester, among other sup-
3 Achieving Success (2007, July). The State Policy Newsletter of Achieving the Dream: Community Colleges Count. A broad range of students participates to innovate in instruction, curriculum and program ports and requirements.
4 TCoomm mBauinleityy, (C2o0ll0e9g)e. .”“ CNheawll eDnirgeec tainodn sO fpopro Crotumnmityu:n Riteyt Chionlkleingge .the Role and Function of Developmental Education in in developmental education: recent high design to accelerate their learning and competency.”
school graduates, adults returning to that compound the problem. While
5 Edgecombe, N, (2011). “Accelerating the Academic Achievement of Students Referred to Developmental Education,”
Community College Research Center. college to earn a certificate or degree to —michele cahill, Carnegie Corporation of New York a growing number of students need
2 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway grantmakers for education | From Roadblock to Gateway 2 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway 3
“For far too many students, developmental education “There is an enormous mismatch between what
In addition to the economic cost and enhance their job prospects, and recent
implications, there is an equity argu- puts them on the path to dropping out——rather than immigrants. Each of these groups has students are learning in high school and what they
ment. Everyone who aspires to earn a different needs. For example, a 32-year-
actually developing skills that can help them complete need in college.”
college degree should be able to attend old adult returning to college may need — caroline altman smith,
and succeed in college, regardless of their education. We’ve got to find a way to meet the only to brush up on algebra rather than
take a semester-long course (or even
needs of today’s students so they can reach their
are least prepared and least likely to two). A recent high school graduate may enough for them to succeed in college, semester-length courses, rather than
succeed in college are often those who full potential.” have taken little math and need one or most would be hard pressed to know how shorter modules that target the specific
—suzanne walsh,
Bill & Melinda Gates Foundation
are low income, the first in their families two semesters of relevant math for a to prepare. States and colleges use many areas in which the student needs to
to attend college, and those from planned career in health. An immigrant different placement exams for students improve.
DEFINING THE PROBLEM
minority groups. At community colleges discouraging. Students can use up much may have difficulties with English but entering college. Even when they use the In addition, developmental education
serving large numbers of low-income, When students enroll in community of their financial aid, such as Pell grants, strong academic skills in his/her native same test, they use different cut scores to courses are often taught by adjunct fac-
first-generation and minority students, colleges and some four-year colleges, so that little remains for when they start language. Neither assessment tests nor indicate whether the student has “passed” ulty with little or no specialized training
only 8.5 percent of those referred to they are typically required to take a taking credit-bearing courses. placement into developmental courses and to determine the number of devel- in teaching this material to underserved
developmental education completed test to assess their skills in mathemat- Research shows that developmental currently differentiates between the opmental education courses students students. Developmental education
any credential within four years.3 ics, reading and writing. Based on education work has a limited effect on needs of each of these groups. will have to take. Education reformers courses are frequently disconnected
Furthermore, addressing develop- these tests, students are either deemed student success and completion. Of the are encouraged by the potential for the from the core academic departments
DIAGNOSING THE PROBLEM
mental education is crucial for many “college-ready” and can enroll in college- 60 percent of students in community Common Core State Standards and -
grantmakers in reaching their goals. level classes, or they are considered college who are referred to develop- A key reason for students’ underprepara- assessments in K-12 education to estab- ment within the college between what
Reforming developmental education is “developmental” students and must mental education courses, many do not tion is the lack of alignment between lish a more consistent readiness standard is taught in the developmental education
critical for funders who seek to improve take remedial courses and receive other enroll. Of those who do enroll, less than the K-12 system’s expectations of the and help ensure that students graduate sequence and what students are expected
college completion rates and our coun- academic services to raise their skills half complete remedial course work in skills required to graduate high school from high school ready for college, but to know and be able to do in their first
try’s economic productivity. reading and less than a third do in math. and colleges’ expectations of the skills it will take time for the results of these credit-bearing course.
score lowest on these tests may need to Students referred to the lowest level of needed to succeed in college. Students efforts to become clear. Developmental education generally
and lessons from an ongoing body of take up to five semesters of pre-college developmental courses have critically can graduate high school and still not Another issue is that college place- has a low status within colleges, and
work that has been supported by a num- classes before enrolling in their first low success levels in these courses— have the preparation they need to do ment exams do not pinpoint the areas until recently, has rarely been targeted
ber of funders working to reform devel- credit-bearing course. only 17 percent of math students and well in college. Education leaders at in which a student needs improve- for reform, investment or innovation.
opmental education. In June 2011, these About 60 percent of incoming 29 percent of reading students complete the high school and college level rarely ment. Instead, students who fall below
funders met with prominent researchers students at community colleges are the entire sequence of three or more meet to discuss ways to align their the cut score are referred to a standard exist to change current outcomes dra-
and higher education leaders to examine referred to at least one developmental term-length courses, according to the expectations and curricula so that stu- sequence of developmental courses (the matically. State postsecondary funding
promising strategies to accelerate stu- course.4 Many university students— Community College Research Center.5 dents are ready to succeed in college. number of classes depends on how they has historically been based on college
dents’ progress toward earning degrees 20 percent of first-year students at But even if students knew that their scored on the assessment). Often these enrollment figures, and it is usually not
and credentials by reforming devel- public universities—are also placed is a clear barrier to college success for high school diploma might not be classes are only offered in the form of based on the success of their students in
opmental education and by ensuring in developmental classes. many students. Less than one-quarter of completing courses, earning certificates
that more students enter postsecondary Most of these courses do not grant community college students who enroll and graduating. Perhaps for that reason,
“The world is rapidly changing and today’s young
college credit, so students may spend in developmental education complete a college policies often do not reflect the
brief summarizes key insights from months and even years taking non- degree or certificate within eight years adults need higher levels of communications skills latest research on college success, which
the gathering, from research and from credit courses before they can begin of enrollment in college. In comparison shows that for developmental students
and quantitative reasoning than ever before to par-
funders’ work to identify promising almost 40 percent of college students to succeed, they must be required to
areas for grantmakers to support. strain on students as well as being highly who do not enroll in any developmental ticipate fully in civic life, earn a living wage, get on a enroll in student success courses and
education course complete a degree or career track or switch to another. We owe it to them take developmental education during
certificate in the same time period. their first semester, among other sup-
3 Achieving Success (2007, July). The State Policy Newsletter of Achieving the Dream: Community Colleges Count. A broad range of students participates to innovate in instruction, curriculum and program ports and requirements.
4 TCoomm mBauinleityy, (C2o0ll0e9g)e. .”“ CNheawll eDnirgeec tainodn sO fpopro Crotumnmityu:n Riteyt Chionlkleingge .the Role and Function of Developmental Education in in developmental education: recent high design to accelerate their learning and competency.”
school graduates, adults returning to that compound the problem. While
5 Edgecombe, N, (2011). “Accelerating the Academic Achievement of Students Referred to Developmental Education,”
Community College Research Center. college to earn a certificate or degree to —michele cahill, Carnegie Corporation of New York a growing number of students need
2 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway grantmaGkReArNsT fMoArK eEdRuS cFaOtRi oEnD U| C FArToIOmN R | o Fardobmlo cRko atdob Gloactke wtoa yGate3way 3
“As we shift our focus from access to completion, “In many colleges, the majority of developmental
developmental education courses, states more students gain a postsecondary cre-
are cutting back on their developmental the key problem we must address is that of under- dential. While college completion rates education faculty are adjuncts, and they are not
education spending. Many states collect for underprepared students are presently
prepared students.” usually trained to teach this.”
insufficient data to help understand —denis udall, bleak, there are pockets of excellence —bill moses,
where students fail in the sequence where colleges are succeeding in moving
of developmental education courses. students through developmental educa-
Also, most state funding streams reward promising practices. Improvements there is growing energy and com- tion and toward college completion. and colleges regarding expectations
enrollment but give no incentive to in data in recent years are leading to a mitment among colleges, particularly Funders working in this area agree real way to make a difference in the for college readiness and to develop
colleges to help students graduate. better understanding of the problem, among community colleges, to shift that no one solution exists to helping lives of students is to make sure that common assessment tools/standards.
which is in turn leading to small and their long-standing focus from access to students graduate from college. Instead, effective programs reach as many Funders can help ensure that post-
WHAT CAN GRANTMAKERS DO?
large scale tests of potential solutions. success. a variety of innovative approaches, knit people as possible (see sidebar “Funder secondary institutions play a mean-
While the challenges of reforming For example, the Community College By helping more students be pre- together, are required. Funders new to Initiative Brings Promising Programs to ingful role in the multi-state Race
developmental education are daunting, Research Center is conducting a major pared when they enter college, and by this field therefore have the opportunity to the Top assessment consortia that
several funders are actively involved in study of seven promising programs in shortening the time it takes to complete to choose among different entry points, and smart investments. Our country’s are working to develop assessments
this field and are beginning to identify developmental education. What’s more, remedial courses, grantmakers can help selecting those that capitalize on their future depends on an educated citizenry. matched to the Common Core State
interests and expertise.
Funders can also play a unique and solvable barrier to college completion the state level to convene discussion
Funder Initiative Brings Promising Programs to Scale:
vital role in the developmental reform are too high. between K-12 and community college
Developmental Education Initiative At the College Preparation Level system leaders on how to use the new
bold reform, challenging conventional Ensure high school graduates are col- assessments in consistent ways across
Effective programs exist to address colleges and states can learn about——and an impact on enough students to have a
problems in developmental education, but teach others——what it takes to bring effec- significant increase in completion rates?’ wisdom and supporting large-scale, lege-ready. One of the best approaches the two systems.
innovative experiments that could make On a local level, a number of com-
they are often small, limited to just a few tive programs to scale. For example, if a The Developmental Education Initiative is is to avoid the need for developmental or
students or courses. For any real changes college has piloted a program that has a key step in getting beyond interesting, a real difference in the lives of students munities have introduced math faculty
remedial education at the college level.
to take place, solutions that work must helped a small number of its students move isolated experiments to scalable reform.” struggling to complete college and in summits between high school and
reach many more colleges and students. more quickly through a developmental Colleges and states are already achiev- the ways that colleges and universities • Support efforts to better connect postsecondary to help ensure that
The Developmental Education Initiative education sequence, it may seek to expand ing promising results, Lincoln said. For structure these programs. what students are learning in K-12 what students learn on their last day
aims to help solve that problem. that project to reach most or all of its example, Virginia developed a strategy To date, most efforts at change have with the skills and subject knowledge of high school math is what is covered
Funded by the Bill and Melinda Gates and students who could benefit. In the process, where by 2013 all 23 colleges in the Virginia been incremental and limited to a needed for postsecondary success. For on the first day of college math.
Lumina foundations, the initiative consists college officials will learn what works and Community College System will use a new, few colleges and students. With 1,200 example, the Common Core State
of 15 Achieving the Dream community what does not and share it with all of the innovative approach to redesign develop- • Help students avoid the need for
community colleges in the U.S., funders Standards present an opportunity to
colleges that are building on demonstrated colleges participating in Achieving the mental math and English. developmental education by support-
can play an important role in bringing build alignment between high schools
results in developmental education inno- Dream through meetings and other means Under the new approach, students will ing efforts to provide them with
vations at their institutions. In addition, as well, according to Carol Lincoln, senior take a common diagnostic placement “early warnings” of skills gaps while
six states are working to advance their vice president, Achieving the Dream. exam. Developmental math will be taught they are still in high school. Some
“Increasing the number of students who complete
Achieving the Dream state policy work in “The initiative is important because it in a series of nine modules, rather than states or higher education systems
developmental education. addresses the question of scale,” Lincoln the traditional semester-long sequence. a technical, two-year or four-year degree is not are administering college placement
Achieving the Dream: Community said. “For years we have had a program Entering students will start where the
exams to high school students and
possible if we do not dramatically reduce the need
Colleges Count is a national program that here that works and another there that diagnostics place them and take only the
giving them opportunities to improve
seeks to help more community college works, but it has been really hard for modules required for their chosen area of for and time spent in developmental education. As
their skills while still in high school
students, particularly low-income students people to say: ‘I have a strategy or a study. For English, depending on diagnos-
and students of color, stay in school combination of strategies that will work tic placement, some students will take the largest community foundation in Texas, we are (see sidebar “Texas Funders Join
Together to Spur Student Success”).
and earn a college certificate or degree. with most of my students as well as the an expanded year-long developmental
committed to improving educational attainment and
Participation extends to some 160 com- resources to make that happen.’ We are English course while others will co-enroll in
• Support dual enrollment programs
munity colleges in 22 states. changing their thinking by asking: ‘What a developmental course at the same time believe that investments to improve academic prepa-
so that high school students gain the
The hope of the Developmental can you do on a larger scale? How do we that they are taking a college-level English
ration and remediation are critical to our mission.” mastery they need and earn college
Education Initiative is that participating get to a level of scale where we are making composition class.
credit before enrolling in college.
—john fitzpatrick,
Communities Foundation of Texas
4 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway grantmakers for education | From Roadblock to Gateway 4 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway 5
“As we shift our focus from access to completion, “In many colleges, the majority of developmental
developmental education courses, states more students gain a postsecondary cre-
are cutting back on their developmental the key problem we must address is that of under- dential. While college completion rates education faculty are adjuncts, and they are not
education spending. Many states collect for underprepared students are presently
prepared students.” usually trained to teach this.”
insufficient data to help understand —denis udall, bleak, there are pockets of excellence —bill moses,
where students fail in the sequence where colleges are succeeding in moving
of developmental education courses. students through developmental educa-
Also, most state funding streams reward promising practices. Improvements there is growing energy and com- tion and toward college completion. and colleges regarding expectations
enrollment but give no incentive to in data in recent years are leading to a mitment among colleges, particularly Funders working in this area agree real way to make a difference in the for college readiness and to develop
colleges to help students graduate. better understanding of the problem, among community colleges, to shift that no one solution exists to helping lives of students is to make sure that common assessment tools/standards.
which is in turn leading to small and their long-standing focus from access to students graduate from college. Instead, effective programs reach as many Funders can help ensure that post-
WHAT CAN GRANTMAKERS DO?
large scale tests of potential solutions. success. a variety of innovative approaches, knit people as possible (see sidebar “Funder secondary institutions play a mean-
While the challenges of reforming For example, the Community College By helping more students be pre- together, are required. Funders new to Initiative Brings Promising Programs to ingful role in the multi-state Race
developmental education are daunting, Research Center is conducting a major pared when they enter college, and by this field therefore have the opportunity to the Top assessment consortia that
several funders are actively involved in study of seven promising programs in shortening the time it takes to complete to choose among different entry points, and smart investments. Our country’s are working to develop assessments
this field and are beginning to identify developmental education. What’s more, remedial courses, grantmakers can help selecting those that capitalize on their future depends on an educated citizenry. matched to the Common Core State
interests and expertise.
Funders can also play a unique and solvable barrier to college completion the state level to convene discussion
Funder Initiative Brings Promising Programs to Scale:
vital role in the developmental reform are too high. between K-12 and community college
Developmental Education Initiative At the College Preparation Level system leaders on how to use the new
bold reform, challenging conventional Ensure high school graduates are col- assessments in consistent ways across
Effective programs exist to address colleges and states can learn about——and an impact on enough students to have a
problems in developmental education, but teach others——what it takes to bring effec- significant increase in completion rates?’ wisdom and supporting large-scale, lege-ready. One of the best approaches the two systems.
innovative experiments that could make On a local level, a number of com-
they are often small, limited to just a few tive programs to scale. For example, if a The Developmental Education Initiative is is to avoid the need for developmental or
students or courses. For any real changes college has piloted a program that has a key step in getting beyond interesting, a real difference in the lives of students munities have introduced math faculty
remedial education at the college level.
to take place, solutions that work must helped a small number of its students move isolated experiments to scalable reform.” struggling to complete college and in summits between high school and
reach many more colleges and students. more quickly through a developmental Colleges and states are already achiev- the ways that colleges and universities • Support efforts to better connect postsecondary to help ensure that
The Developmental Education Initiative education sequence, it may seek to expand ing promising results, Lincoln said. For structure these programs. what students are learning in K-12 what students learn on their last day
aims to help solve that problem. that project to reach most or all of its example, Virginia developed a strategy To date, most efforts at change have with the skills and subject knowledge of high school math is what is covered
Funded by the Bill and Melinda Gates and students who could benefit. In the process, where by 2013 all 23 colleges in the Virginia been incremental and limited to a needed for postsecondary success. For on the first day of college math.
Lumina foundations, the initiative consists college officials will learn what works and Community College System will use a new, few colleges and students. With 1,200 example, the Common Core State
of 15 Achieving the Dream community what does not and share it with all of the innovative approach to redesign develop- • Help students avoid the need for
community colleges in the U.S., funders Standards present an opportunity to
colleges that are building on demonstrated colleges participating in Achieving the mental math and English. developmental education by support-
can play an important role in bringing build alignment between high schools
results in developmental education inno- Dream through meetings and other means Under the new approach, students will ing efforts to provide them with
vations at their institutions. In addition, as well, according to Carol Lincoln, senior take a common diagnostic placement “early warnings” of skills gaps while
six states are working to advance their vice president, Achieving the Dream. exam. Developmental math will be taught they are still in high school. Some
“Increasing the number of students who complete
Achieving the Dream state policy work in “The initiative is important because it in a series of nine modules, rather than states or higher education systems
developmental education. addresses the question of scale,” Lincoln the traditional semester-long sequence. a technical, two-year or four-year degree is not are administering college placement
Achieving the Dream: Community said. “For years we have had a program Entering students will start where the
exams to high school students and
possible if we do not dramatically reduce the need
Colleges Count is a national program that here that works and another there that diagnostics place them and take only the
giving them opportunities to improve
seeks to help more community college works, but it has been really hard for modules required for their chosen area of for and time spent in developmental education. As
their skills while still in high school
students, particularly low-income students people to say: ‘I have a strategy or a study. For English, depending on diagnos-
and students of color, stay in school combination of strategies that will work tic placement, some students will take the largest community foundation in Texas, we are (see sidebar “Texas Funders Join
Together to Spur Student Success”).
and earn a college certificate or degree. with most of my students as well as the an expanded year-long developmental
committed to improving educational attainment and
Participation extends to some 160 com- resources to make that happen.’ We are English course while others will co-enroll in
• Support dual enrollment programs
munity colleges in 22 states. changing their thinking by asking: ‘What a developmental course at the same time believe that investments to improve academic prepa-
so that high school students gain the
The hope of the Developmental can you do on a larger scale? How do we that they are taking a college-level English
ration and remediation are critical to our mission.” mastery they need and earn college
Education Initiative is that participating get to a level of scale where we are making composition class.
credit before enrolling in college.
—john fitzpatrick,
Communities Foundation of Texas
4 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway grantmaGkReArNsT fMoArK eEdRuSc FaOtRio EnD U| C FArToImON R |o Fardobmlo cRko atod bGloactekw taoy Gate5way 5
“Developmental mathematics courses are a roadblock “Successful innovation is spearheaded by people in
• Support for high schools and on students and their needs, on how
colleges to collaborate on analyz- to success for our nation’s community college to best teach these subjects and on the middle of the hierarchy of an institution.”
ing data about incoming students how these courses fit in with the larger
students. We are wasting precious human potential. —norton grubb,
who have been identified as needing work of colleges. U.C. Berkeley Graduate School of Education
remediation, so as to better align cur- The high cost of denied dreams and unfulfilled Other programs engage faculty in
riculum and academic expectations. creating curriculum, testing it in real
aspirations is unacceptable. Rather than a gateway
time with student feedback and con- additional support services in college to and procedures so that underprepared
Support research and development to a college education and a better life, mathematics tinually adjusting it. help them navigate and move forward in students are required to enroll in develop-
of new models for diagnostic place-
Some foundations are testing ways their college career. Colleges can also mental education and participate in services
has become an unyielding gatekeeper.”
ment tests and assessments.
Funders to help faculty and students in develop- provide supports such as improved that will give them the support they need
can support the development of new —anthony s. bryk, mental education to engage in “deeper orientation, student success courses, to succeed, such as a success course.
Carnegie Foundation for the Advancement of Teaching
placement exams for institutions to learning,” promoting the higher-order tutoring and mentoring. College presidents and academic
diagnose the specific areas where stu- thinking skills that students need in deans must provide leadership for this
dents need to improve. additional developmental course that the Integrated Basic Education and order to be successful in the knowledge Support programs or schools that commitment. Emerging research also
meets immediately after the regular Skills Training program (I-BEST) in economy, such as critical thinking, seek to change the structures and shows that one of the keys to success is
At the Community College Level class. In this follow-up class, the same Washington state showed a causal rela- problem solving and collaboration. culture of community colleges. school administrators, such as depart-
Support efforts that prepare students instructor meets with a small number tionship between exposure to I-BEST Programs that focus exclusively on ment heads and deans who manage
for college placement tests prior to of students and gives these learn- and positive student outcomes. Fund programs that provide the improving teaching at the individual the institution and work both with top
enrolling in college, especially for ers extra support to complete their In other approaches, adults who have socioemotional and academic support classroom level, while important, will not leaders and faculty.
returning adult students. With review been out of the workforce and simply that is needed to succeed in college. accomplish systemic change. Neither do
prior to testing, students often place into tested with promising early results at need to brush up on their skills can Many of today’s students come to school top-down, one-dimensional approaches that ambitious plans get implemented,
higher levels of developmental education the Community College of Baltimore take short modules—one- to six-week with complicated lives. In addition to emanating from the college administra- share with faculty the data that are being
or can avoid such placement altogether County, Community College of Denver courses—that target the course attending school, they often work, tion. A consensus is emerging that for gathered on the effectiveness of new
and move directly to college-level work. and Chabot College in California, work they need to review. support families and may have other underprepared students to succeed in practices, ensure that students receive
among other institutions. Students are also participating needs, such as learning disabilities or gaining a credential, broader institutional the supports they need at all levels of
Support innovative programs to help
Another approach involves devel- in learning communities where they mental health issues that teaching alone changes must take place in colleges. college, monitor the progress of students,
students move quickly and efficiently
opmental education faculty teaching take several courses together with will not address. Additionally, many A key change is for colleges to make and convene department-wide efforts to
through developmental education
courses jointly with faculty in technical other students and simultaneously students need to learn and develop the an institutional commitment to help ensure that all teachers are embracing
courses.
Many colleges are testing skills courses—such as classes preparing receive services and support to help skills it takes to be effective college all students whom they admit earn a the new approaches to pedagogy.
projects to move students more quickly students for health-care careers or to them complete these courses. students, such as basic time manage- certificate or degree. Colleges also need
through developmental education become welders or electricians—in order ment and study skills. Students need to enact student success-related policies At the Research and
courses than in the past. For example, to help students see the practical value Support training programs for Innovation Level
in accelerated learning programs, of their math, reading and writing skills developmental education faculty to Support organizations that are
students placed in upper-level develop- and move them more quickly to college- reform teaching in the classroom. “At one time, knowledge of Latin was considered rethinking the purpose or content of
mental courses are “mainstreamed” One of the biggest issues in develop- developmental education.
essential for college degrees. What did it take to
into college-level courses and take an shown strong results. An analysis of mental education is that the courses challenges of helping underprepared
are taught by faculty—most of whom rethink that requirement? We are at a similar cross- students earn college degrees require
are adjunct—who have never received road in math, where many occupations and college fresh thinking and innovative ideas. It
“Faculty members have been struggling with this
training in how best to teach these can be easy to focus on the mechanics
problem and they are looking for any kind of help. subjects or how to teach underserved degrees may be better served by a statistics-based of improving developmental education
students. If these courses are not taught math pathway, not one based on knowledge of and lose sight of the broader purpose,
Faculty members don’t go into teaching to fail their
well, and in an engaging manner, which is to help students reach their
algebra and calculus. This rethinking process offers
students. It’s just as frustrating for them to spend students will be deterred from persisting. goals of obtaining a good, well-paying
Funders can support teaching and the potential to reduce the developmental logjam job and becoming an engaged citi-
time in the classroom and not see students succeed.”
learning centers that offer faculty
for many students.”
— gay clyburn, Carnegie Foundation for the Advancement of Teaching workshops on developmental education, —holly zanville, Lumina Foundation is an example of how reformers are
6 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway grantmakers for education | From Roadblock to Gateway 6 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway 7
“Developmental mathematics courses are a roadblock “Successful innovation is spearheaded by people in
• Support for high schools and on students and their needs, on how
colleges to collaborate on analyz- to success for our nation’s community college to best teach these subjects and on the middle of the hierarchy of an institution.”
ing data about incoming students how these courses fit in with the larger
students. We are wasting precious human potential. —norton grubb,
who have been identified as needing work of colleges. U.C. Berkeley Graduate School of Education
remediation, so as to better align cur- The high cost of denied dreams and unfulfilled Other programs engage faculty in
riculum and academic expectations. creating curriculum, testing it in real
aspirations is unacceptable. Rather than a gateway
time with student feedback and con- additional support services in college to and procedures so that underprepared
Support research and development to a college education and a better life, mathematics tinually adjusting it. help them navigate and move forward in students are required to enroll in develop-
of new models for diagnostic place-
Some foundations are testing ways their college career. Colleges can also mental education and participate in services
has become an unyielding gatekeeper.”
ment tests and assessments.
Funders to help faculty and students in develop- provide supports such as improved that will give them the support they need
can support the development of new —anthony s. bryk, mental education to engage in “deeper orientation, student success courses, to succeed, such as a success course.
Carnegie Foundation for the Advancement of Teaching
placement exams for institutions to learning,” promoting the higher-order tutoring and mentoring. College presidents and academic
diagnose the specific areas where stu- thinking skills that students need in deans must provide leadership for this
dents need to improve. additional developmental course that the Integrated Basic Education and order to be successful in the knowledge Support programs or schools that commitment. Emerging research also
meets immediately after the regular Skills Training program (I-BEST) in economy, such as critical thinking, seek to change the structures and shows that one of the keys to success is
At the Community College Level class. In this follow-up class, the same Washington state showed a causal rela- problem solving and collaboration. culture of community colleges. school administrators, such as depart-
Support efforts that prepare students instructor meets with a small number tionship between exposure to I-BEST Programs that focus exclusively on ment heads and deans who manage
for college placement tests prior to of students and gives these learn- and positive student outcomes. Fund programs that provide the improving teaching at the individual the institution and work both with top
enrolling in college, especially for ers extra support to complete their In other approaches, adults who have socioemotional and academic support classroom level, while important, will not leaders and faculty.
returning adult students. With review been out of the workforce and simply that is needed to succeed in college. accomplish systemic change. Neither do
prior to testing, students often place into tested with promising early results at need to brush up on their skills can Many of today’s students come to school top-down, one-dimensional approaches that ambitious plans get implemented,
higher levels of developmental education the Community College of Baltimore take short modules—one- to six-week with complicated lives. In addition to emanating from the college administra- share with faculty the data that are being
or can avoid such placement altogether County, Community College of Denver courses—that target the course attending school, they often work, tion. A consensus is emerging that for gathered on the effectiveness of new
and move directly to college-level work. and Chabot College in California, work they need to review. support families and may have other underprepared students to succeed in practices, ensure that students receive
among other institutions. Students are also participating needs, such as learning disabilities or gaining a credential, broader institutional the supports they need at all levels of
Support innovative programs to help
Another approach involves devel- in learning communities where they mental health issues that teaching alone changes must take place in colleges. college, monitor the progress of students,
students move quickly and efficiently
opmental education faculty teaching take several courses together with will not address. Additionally, many A key change is for colleges to make and convene department-wide efforts to
through developmental education
courses jointly with faculty in technical other students and simultaneously students need to learn and develop the an institutional commitment to help ensure that all teachers are embracing
courses.
Many colleges are testing skills courses—such as classes preparing receive services and support to help skills it takes to be effective college all students whom they admit earn a the new approaches to pedagogy.
projects to move students more quickly students for health-care careers or to them complete these courses. students, such as basic time manage- certificate or degree. Colleges also need
through developmental education become welders or electricians—in order ment and study skills. Students need to enact student success-related policies At the Research and
courses than in the past. For example, to help students see the practical value Support training programs for Innovation Level
in accelerated learning programs, of their math, reading and writing skills developmental education faculty to Support organizations that are
students placed in upper-level develop- and move them more quickly to college- reform teaching in the classroom. “At one time, knowledge of Latin was considered rethinking the purpose or content of
mental courses are “mainstreamed” One of the biggest issues in develop- developmental education.
essential for college degrees. What did it take to
into college-level courses and take an shown strong results. An analysis of mental education is that the courses challenges of helping underprepared
are taught by faculty—most of whom rethink that requirement? We are at a similar cross- students earn college degrees require
are adjunct—who have never received road in math, where many occupations and college fresh thinking and innovative ideas. It
“Faculty members have been struggling with this
training in how best to teach these can be easy to focus on the mechanics
problem and they are looking for any kind of help. subjects or how to teach underserved degrees may be better served by a statistics-based of improving developmental education
students. If these courses are not taught math pathway, not one based on knowledge of and lose sight of the broader purpose,
Faculty members don’t go into teaching to fail their
well, and in an engaging manner, which is to help students reach their
algebra and calculus. This rethinking process offers
students. It’s just as frustrating for them to spend students will be deterred from persisting. goals of obtaining a good, well-paying
Funders can support teaching and the potential to reduce the developmental logjam job and becoming an engaged citi-
time in the classroom and not see students succeed.”
learning centers that offer faculty
for many students.”
— gay clyburn, Carnegie Foundation for the Advancement of Teaching workshops on developmental education, —holly zanville, Lumina Foundation is an example of how reformers are
6 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway grantmaGkeRrAsN TfMorA KeEdRuSc aFOtRio EnD |U CFAroTmIO NR |o aFdrbolmoc Rko taod Gblaotcekw taoy Gat7eway 7
Convene organizations working on “The name of the game is to transfer our best
fundamentally rethinking which math
Making Math Relevant: courses students actually need to take this issue to share what they are thinking, informed by research, into developmental
learning and reach consensus on what
Statway and Quantway and whether the algebra pathway, which
actions will support scale. education practices——and to do this on a large scale.”
is the basis for current developmental Funders can
Getting through developmental math As part of the initiative, math faculty education, is necessary for most students play a unique convening role by bring- —jamie merisotis,
Lumina
is one of the toughest challenges for and researchers are working together to (see sidebar “Making Math Relevant”). ing together policymakers, researchers,
students who must take additional college design and continually test curriculum
Much is still to be learned about how practitioners and educational leaders at
preparatory work. Students are more that gives students the grounding they
to help students succeed and some of the secondary and postsecondary level
likely to fail developmental mathemat- need to succeed in college classes as well
the best ideas may come from new orga- to share what they are learning about
ics than any other courses in higher as skills to help them navigate an increas-
Texas Funders Join Together to Spur
nizations and people working outside what has and has not worked in the
education. Passing these courses can be ingly complex world.
of colleges and universities. Funders field of developmental education. Few Student Success
particularly difficult for students who do For example, Quantway™ is aimed at
not plan a career in a math- or science- the non-math and science major and will are well positioned to support new, opportunities exist for people working in
A group of Texas foundations is coming in the region to better articulate expecta-
related field. focus on helping students apply mathe- entrepreneurial organizations that bring this area to meet and talk about how to
together to tackle the issue of college tions for college preparation.
A consortium of six foundations is matical concepts in decision making about exciting and risky ideas to this field. leverage shared impact with their work.
completion by working together on a “About 65 percent of high school stu-
funding a $13 million program that seeks real-world questions and problems. Foundations have done this in the K-12
regional basis. dents in Texas go to college locally and in
to revamp the developmental math cur- “We want to boost the habit of mind arena and can do it in the postsecondary leaders to reach a consensus on how best
In 2010, the Greater Texas Foundation, some regions it’s as high as 88 percent,”
riculum in community colleges so that to think critically about the numbers that one as well. to scale promising interventions.
Communities Foundation of Texas, said Wynn Rosser, executive director of
it provides students with the skills they students are barraged with every day,”
Houston Endowment and The Meadows Greater Texas Foundation. “That suggests
need not only for their college career but said Rebecca Hartzler, senior associate Fund research on which interventions Seek joint funding opportunities.
Foundation engaged FSG Social Impact a whole set of regional activities. Most post-
also for the 21st century. for external partners at the Carnegie or combinations of interventions
Advisors, first to identify and research secondary institutions don’t need to focus
Spearheaded by the Carnegie Foundation for the Advancement of and practices are most successful.
education has so many facets that it can regions in Texas where foundations could on our entire state. They need to focus on
Foundation for the Advancement of Teaching. “Quantway is much more of a
While the research base is growing, be helpful for different foundations to make the most impact on postsecondary a small number of districts that are fairly
Teaching, in partnership with math- citizenry pathway. The emphasis is on stu-
much more needs to be done to under- come together to fund a collaborative completion efforts, and then to conduct proximate——even in a state our size.”
ematics professor Uri Treisman and the dents bringing in issues that they are facing
Dana Center at the University of Texas in their lives and have a discussion about stand what works and what doesn’t. project. Each foundation can bring its in-depth research into the regions’ specific The Texas Regional Action Plan
context, history, strengths and challenges. provides opportunities for funders with
at Austin, the initiative is building a those numbers. Can you trust those num- Among the key areas for research are: own perspective and expertise, which
As a result, Texas state and regional varied interests to work together on
networked community of 27 community bers or not? What calculations do you need can add to the depth and potential
• Evaluations of small, promising funders, along with state officials and the goal of postsecondary completion,
colleges and three universities to develop to make to think critically about them?” effectiveness of an intervention.
models that hold the potential for national funders, are creating a region- Rosser said. By using a collective impact
two newly designed mathematical path- Statway™, meanwhile, combines col-
ways across eight states. These pathways lege-level statistics with necessary devel- widespread replication. At the Policy Level ally structured, public-private partnership approach, foundations can play on their
focused on improving postsecondary organizational strengths and work with
are called Statway™ and Quantway™. opmental mathematics topics. Students Fund public will-building efforts to
• Research on strategies for bringing
outcomes for students in five regions in existing regional, state and national
The funders are the Kresge Foundation, who successfully complete the Statway™ call for improving students’ aca-
a combination of the best practices Texas: Central Texas (around Austin), efforts toward a common vision of
the Carnegie Corporation of New York, sequence receive credit for a college-level, demic preparation and increasing
to scale. El Paso, Houston/Gulf Coast, Dallas- increased postsecondary completion.
The William and Flora Hewlett Foundation, transferable statistics course. the effectiveness of developmental
Fort Worth metroplex and South Texas. “We all need to orient ourselves to
the Bill & Melinda Gates Foundation, A common thread between Statway™ • Research on the practices that do not education programs.
Different foundations will take the lead postsecondary completion,” Rosser said.
and Lumina. and Quantway™ is that they will employ work and need to be eliminated.
largely unaware of the barriers that on implementing a plan in each region “If you are funding elementary reading,
Both Statway™ and Quantway™ target materials and teaching approaches that
students who are at serious risk of failing engage students. The goal of the initiative • Research to determine at what point developmental education presents while working with other foundations and figure out how to plug into this continuum
state and national efforts that are already so that students are ultimately ready for
mathematics courses at the community is to double the proportion of students in the pipeline colleges are losing to college completion. Students who
taking place in that area. college. If you are interested in high school
college level. These students may have who in a one-year course sequence are developmental education students. require developmental education are
One aspect of the work is to eliminate robotics, there is a place for you to come
weak math skills, face language and mathematically prepared to succeed in extremely diverse in background, age
• Research on approaches for the need for developmental education by in and use robotics to help students under-
special education challenges, and/or have further academic study. and academic experience and do not
students who need multiple semesters better aligning the preparation of high stand the importance of college comple-
little confidence that they can do well in a “We need to establish a culture of typically have a voice at the institutional
of developmental education to suc- school students with the expectations of tion. If you are a funder in Dallas/Fort
math course. In addition, these students change, rather than trying to change the -
colleges. For example, math faculty at Worth and are interested in high impact
typically see developmental math courses culture,” Treisman said. “We need to form ceed in college. Most of the available
ally not mobilized to advocate for policy the University of Texas, Brownsville are philanthropy, we have regional research
as irrelevant to their goals or the world a ‘joyful conspiracy’ of leaders who want research focuses on what works for
change. In turn, community colleges working with math faculty at high schools that shows how you can make an impact.”
around them. to make a difference.” students who need relatively little
(where most developmental students
remedial instruction.
enroll) are under-resourced institutions
8 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway grantmakers for education | From Roadblock to Gateway 8 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway 9
Convene organizations working on “The name of the game is to transfer our best
fundamentally rethinking which math
Making Math Relevant: courses students actually need to take this issue to share what they are thinking, informed by research, into developmental
learning and reach consensus on what
Statway and Quantway and whether the algebra pathway, which
actions will support scale. education practices——and to do this on a large scale.”
is the basis for current developmental Funders can
Getting through developmental math As part of the initiative, math faculty education, is necessary for most students play a unique convening role by bring- —jamie merisotis,
Lumina
is one of the toughest challenges for and researchers are working together to (see sidebar “Making Math Relevant”). ing together policymakers, researchers,
students who must take additional college design and continually test curriculum
Much is still to be learned about how practitioners and educational leaders at
preparatory work. Students are more that gives students the grounding they
to help students succeed and some of the secondary and postsecondary level
likely to fail developmental mathemat- need to succeed in college classes as well
the best ideas may come from new orga- to share what they are learning about
ics than any other courses in higher as skills to help them navigate an increas-
Texas Funders Join Together to Spur
nizations and people working outside what has and has not worked in the
education. Passing these courses can be ingly complex world.
of colleges and universities. Funders field of developmental education. Few Student Success
particularly difficult for students who do For example, Quantway™ is aimed at
not plan a career in a math- or science- the non-math and science major and will are well positioned to support new, opportunities exist for people working in
A group of Texas foundations is coming in the region to better articulate expecta-
related field. focus on helping students apply mathe- entrepreneurial organizations that bring this area to meet and talk about how to
together to tackle the issue of college tions for college preparation.
A consortium of six foundations is matical concepts in decision making about exciting and risky ideas to this field. leverage shared impact with their work.
completion by working together on a “About 65 percent of high school stu-
funding a $13 million program that seeks real-world questions and problems. Foundations have done this in the K-12
regional basis. dents in Texas go to college locally and in
to revamp the developmental math cur- “We want to boost the habit of mind arena and can do it in the postsecondary leaders to reach a consensus on how best
In 2010, the Greater Texas Foundation, some regions it’s as high as 88 percent,”
riculum in community colleges so that to think critically about the numbers that one as well. to scale promising interventions.
Communities Foundation of Texas, said Wynn Rosser, executive director of
it provides students with the skills they students are barraged with every day,”
Houston Endowment and The Meadows Greater Texas Foundation. “That suggests
need not only for their college career but said Rebecca Hartzler, senior associate Fund research on which interventions Seek joint funding opportunities.
Foundation engaged FSG Social Impact a whole set of regional activities. Most post-
also for the 21st century. for external partners at the Carnegie or combinations of interventions
Advisors, first to identify and research secondary institutions don’t need to focus
Spearheaded by the Carnegie Foundation for the Advancement of and practices are most successful.
education has so many facets that it can regions in Texas where foundations could on our entire state. They need to focus on
Foundation for the Advancement of Teaching. “Quantway is much more of a
While the research base is growing, be helpful for different foundations to make the most impact on postsecondary a small number of districts that are fairly
Teaching, in partnership with math- citizenry pathway. The emphasis is on stu-
much more needs to be done to under- come together to fund a collaborative completion efforts, and then to conduct proximate——even in a state our size.”
ematics professor Uri Treisman and the dents bringing in issues that they are facing
Dana Center at the University of Texas in their lives and have a discussion about stand what works and what doesn’t. project. Each foundation can bring its in-depth research into the regions’ specific The Texas Regional Action Plan
context, history, strengths and challenges. provides opportunities for funders with
at Austin, the initiative is building a those numbers. Can you trust those num- Among the key areas for research are: own perspective and expertise, which
As a result, Texas state and regional varied interests to work together on
networked community of 27 community bers or not? What calculations do you need can add to the depth and potential
• Evaluations of small, promising funders, along with state officials and the goal of postsecondary completion,
colleges and three universities to develop to make to think critically about them?” effectiveness of an intervention.
models that hold the potential for national funders, are creating a region- Rosser said. By using a collective impact
two newly designed mathematical path- Statway™, meanwhile, combines col-
ways across eight states. These pathways lege-level statistics with necessary devel- widespread replication. At the Policy Level ally structured, public-private partnership approach, foundations can play on their
focused on improving postsecondary organizational strengths and work with
are called Statway™ and Quantway™. opmental mathematics topics. Students Fund public will-building efforts to
• Research on strategies for bringing
outcomes for students in five regions in existing regional, state and national
The funders are the Kresge Foundation, who successfully complete the Statway™ call for improving students’ aca-
a combination of the best practices Texas: Central Texas (around Austin), efforts toward a common vision of
the Carnegie Corporation of New York, sequence receive credit for a college-level, demic preparation and increasing
to scale. El Paso, Houston/Gulf Coast, Dallas- increased postsecondary completion.
The William and Flora Hewlett Foundation, transferable statistics course. the effectiveness of developmental
Fort Worth metroplex and South Texas. “We all need to orient ourselves to
the Bill & Melinda Gates Foundation, A common thread between Statway™ • Research on the practices that do not education programs.
Different foundations will take the lead postsecondary completion,” Rosser said.
and Lumina. and Quantway™ is that they will employ work and need to be eliminated.
largely unaware of the barriers that on implementing a plan in each region “If you are funding elementary reading,
Both Statway™ and Quantway™ target materials and teaching approaches that
students who are at serious risk of failing engage students. The goal of the initiative • Research to determine at what point developmental education presents while working with other foundations and figure out how to plug into this continuum
state and national efforts that are already so that students are ultimately ready for
mathematics courses at the community is to double the proportion of students in the pipeline colleges are losing to college completion. Students who
taking place in that area. college. If you are interested in high school
college level. These students may have who in a one-year course sequence are developmental education students. require developmental education are
One aspect of the work is to eliminate robotics, there is a place for you to come
weak math skills, face language and mathematically prepared to succeed in extremely diverse in background, age
• Research on approaches for the need for developmental education by in and use robotics to help students under-
special education challenges, and/or have further academic study. and academic experience and do not
students who need multiple semesters better aligning the preparation of high stand the importance of college comple-
little confidence that they can do well in a “We need to establish a culture of typically have a voice at the institutional
of developmental education to suc- school students with the expectations of tion. If you are a funder in Dallas/Fort
math course. In addition, these students change, rather than trying to change the -
colleges. For example, math faculty at Worth and are interested in high impact
typically see developmental math courses culture,” Treisman said. “We need to form ceed in college. Most of the available
ally not mobilized to advocate for policy the University of Texas, Brownsville are philanthropy, we have regional research
as irrelevant to their goals or the world a ‘joyful conspiracy’ of leaders who want research focuses on what works for
change. In turn, community colleges working with math faculty at high schools that shows how you can make an impact.”
around them. to make a difference.” students who need relatively little
(where most developmental students
remedial instruction.
enroll) are under-resourced institutions
8 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway grantmaGkReArNsT fMoArK eEdRuSc FaOtRio EnD U| C FArToImON R |o Fardobmlo cRko taod bGloactekw taoy Gate9way 9
“I’m not convinced that states or the system will
that often have less political influence • Helping to build a common
reform themselves until there is demand from than four-year postsecondary institu- of “college-ready” that is used at both
tions in their states. Funders can support the high school and college levels.
the public or students to improve developmental
efforts to bring together practitioners
• Allowing for in develop-
education. We are looking at how to make a stronger and policymakers, parents, students and
mental education instruction at both
businesses to call for policies and action
voice for a constituency that is disenfranchised.” two-year and four-year institutions.
to assist more people in earning degrees
—vince stewart, and certificates.
CONCLUSION

Support state policy reform.
State Funders of all sizes and interests can
policy reform provides a powerful make a difference in helping more
Changing the Funding Incentives for leverage point for impacting devel- students earn a certificate or college
opmental education practices at scale.
Colleges: Washington State Student
Organizations can help state policymak- and scaling with opportunities
Completion Initiative
ers and officials by providing research for funders of every size and focus.
and assistance with key policy levers that A number of powerful reform efforts
State policy is a critical lever in making education course or completing one year
can help more college students gradu- are already underway because of funders
fundamental changes to encourage more of college. Under the initiative, colleges
ate (see sidebar “Changing the Funding joining together. Developmental
college completion. The Washington State get one point for each student meeting
Student Completion Initiative is using each milestone designated. Each point Incentives for Colleges”). Among those education and the students who rely
policy change as one of its approaches is worth $85. Each student can earn policy levers are: on it deserve increased attention, and
to improve access to and completion of multiple points for a college as they make funders are well-positioned to make a
• Adopting common assessment tools
higher education for low-income young progress towards completion. meaningful contribution to students’
and cut scores across an entire state.
adults in Washington State. “Even though it’s a small amount of success through strategic investments.
The initiative, which is funded by the money, it has changed the conversation • Establishing an infrastructure to col-
Bill & Melinda Gates and Ford foundations, about what colleges pay attention to from
lect and analyze data about the points we pay as a nation too great to ignore
aims to begin changing one of the per- a financial standpoint,” Yoshiwara said.
at which colleges lose developmental the countless students trapped in a
verse incentives in college funding, which “The money provides the incentive to
education students, in order to help system that is failing them.
is that colleges are funded for enrolling raise [college completion] as part of the
pinpoint new interventions.
students but not for graduating students. consciousness for senior leadership at
“Performance funding” is not a new an institution.” • Changing funding formulas so that
idea but the Washington State Board for Yoshiwara also said that the money
colleges are rewarded for students’
Community and Technical Colleges, which provided by the funders was critical in
success, including rapid completion
oversees the project, is approaching it in this initiative.
of developmental work and passing
a new way, said Jan Yoshiwara, deputy “It’s made a big difference to us that
gatekeeper courses such as introduc-
executive director of education. Gates and Ford funded this,” she said.
tory English and college algebra,
Under the terms of performance incen- “It was a risk in the beginning because it
rather than for enrollment—par-
tives in other states, colleges received was new and we didn’t have additional
payments for student completion. But funds to put toward this. Nobody else ticularly with regard to low-income,
students can take a long time to get a had done this and we weren’t really sure first-generation and traditionally
degree, Yoshiwara said. Instead, the how it would work. The amount of money underrepresented minority students.
state board identified key intermediate we could have put into a performance
• Creating transfer agreements so that
steps that students take to complete a incentive on our own would have been
new designs for developmental educa-
credential, such as completing a basic too small to be meaningful to colleges.”
tion courses (such as those linked
skills course, finishing a developmental
with college credit courses) are
accepted at four-year colleges.
10 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway grantmakers for education | From Roadblock to Gateway 10 GRANTMAKERS FOR EDUCATION | From Roadblock to Gateway 11