Developmental Education Reading, Math, and Writing Percentages in Texas Community Colleges: A Statewide Multiyear Analysis

IntroductionDevelopmental education is a helping profession in which courses and support services are provided to students enrolled in college who are underprepared for the academic and lifestyle changes inherent to college success. Nearly 100% of community colleges offer developmental courses and services, and about 42% of entering students enroll in them (National Center for Education Statistics [NCES], 2003). Field scholars have reported on the success of developmental education (Attewell, Lavin, Domina, & Levey, 2006; Boylan & Bonham, 1992) and in particular, by those programs that employ "best practices" (Boylan & Saxon, 2006). Furthermore, they have consistently emphasized the importance of sound entering college student assessment and mandatory placement practices (Boylan, 2002). In recent history; however, it was reported that student attrition rates in developmental courses are inordinately high (Bailey, Jeong, & Cho, 2009). This finding has received much attention from philanthropic organizations, "think tanks," and policy-setting entities. The resulting fallout has been to deem developmental education ineffective and to propose methods to accelerate its delivery, modularize instruction to focus on specific content areas, or to implement assessment alternatives that qualify higher numbers of students as college ready. As of late, policymakers appear to be in a state of flux about "fixing" developmental education. However, as enrollment trends change, higher education scholars and practitioners must consider whether changes mandated by policy are actually reducing the demand for developmental education through improved student academic preparedness, rather than simply concealing it. "College readiness" is commonly used terminology to which a multitude of varying definitions are attributed. Scholars argue that a host of variables influence student college readiness. Obviously, a level of acquired knowledge is important. In addition, Weinstein, Acee, and Jung (2011) described the ability of students to self-regulate their learning and apply learning strategies as vital to success in higher education. Sedlacek (2004) described noncognitive variables strongly supported by research that contribute to college preparedness. Some examples noted in his work include that students have the ability to adjust to new environments and situations, are motivated and goal oriented, have a positive self-concept, and possess realistic perceptions about their strengths and weaknesses.Sedlacek (2004) contended that noncognitive assessment to gauge the presence of these variables and properly advise entering college students into appropriate programs and services is rarely employed. A national study of developmental education program administrators showed that only about 7% of community colleges utilize this type of assessment (Gerlaugh, Thompson, Boylan, & Davis, 2007). Yet, when noncognitive assessment is used in conjunction with traditional academic skills and knowledge tests, a more comprehensive and meaningful assessment of college readiness is offered. Sedlacek (2004) also described a secondary education system that is committed to using standardized verbal and quantitative assessments as sole indicators of student preparedness for college. These types of exams are embraced by the educational establishment for many reasons. Among them are the ease with which scoring can offer comparisons (and a sorting mechanism) across students, and their low cost of administration (Sedlacek, 2004). Assessing Academic College Readiness in TexasIn 1979 the 66th legislature of the State of Texas instituted a statewide testing program that, through periodic changes in legislation and policy, has grown in size, scope, and rigor (i.e., Texas Assessment of Basic Skills [TABS] 1980-1986; Texas Educational Assessment of Minimum Skills [TEAMS] 1986-1990; and Texas Assessment of Academic Skills [TAAS] 1990-2003). …