Refining the Narrative on Developmental E ducation: Evaluation as Vindication

Refining the Narrative on Developmental Education: Evaluation as Vindication And some advice from JFK Presented by Hunter R. Boylan, Ph.D.

John F. Kennedy once said… “If a free society cannot help the many who are poor, it cannot save the few who are rich.”

We are doing the most important thing that can be done in 21st century higher education “Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.” John F. Kennedy

The word “Evaluation” …. Comes from the Latin word “volare,” which means to place a value upon something.

The prevailing “wisdom” among some policy makers is that developmental courses don’t work. “Too often we… enjoy the comfort of opinion without the discomfort of thought.” John F. Kennedy So how do we encourage thought?

Most of the studies of developmental education use aggregate data. Aggregating data from large numbers of students and institutions obscures both excellence and ugliness. The results of good programs and bad ones are hidden by the “average.”

Aggregate Data on Developmental Student 3-year Graduation Rates 90 70 50 30 10 0 68% P E R C E N T 29% 16% Aggragate = 30% 30% 7% College 1 College 2 College 3 College 4 College 5

Various people have claimed that developmental courses don’t work. The truth is that good developmental courses do work but their goodness gets lost in aggregate data. It’s up to us to collect, analyze, and present the data showing it can work.

We have remained complacent too long. There are risks and costs to a program of action. But they are far less than the long range risks and costs of comfortable inaction. John F. Kennedy

Data to Collect • Completion rates in developmental courses. • Of those who are in class as of the census date, how many complete the course?

Data to Collect • Pass rates for those who complete developmental courses. • Percent of As, Bs, and Cs earned.

Data to collect • Current pass rates for college level math, reading, and English. • Future pass rates for college level math, reading and English.

Data to Collect • Pass rates in gateway courses for those who complete the developmental course and enroll in the college level course in that discipline. • College English is generally used as the follow up course for those who pass reading.

Data to Collect • Percent of those enrolled in the highest level developmental course who graduate within 3,4,5, or 6 years. • Percent of those enrolled in the lowest level developmental course who graduate within 3,4,5, or 6 years.

Data to collect • Current graduation rates for your college’s students. • Future graduation rates for your college’s students.

Data to Collect • All the previous data disaggregated by: • Ethnicity • Income • First generation • English language status

Let’s suppose you have all this data. “Effort and courage are not enough without focus and direction.” John F. Kennedy

Have a plan to disseminate it! • To college administrators • To the college public relations office • To your constituents (parents and students) • To the press • To legislators

Finally, bear in mind… “Things do not happen. Things are made to happen.” John F. Kennedy

We became vulnerable because most of us… • did not have the data to challenge our adversaries. • did not have a platform to challenge our adversaries. • did not have the will to challenge our adversaries.

And what will you do? Will you…. • Collect better data on your programs, • Challenge your members to talk to state legislators, • Disseminate NCDE-NADE Principles.

So bear in mind that… “We are not here to curse the darkness but to light the candle that can guide us through that darkness.” John F. Kennedy

Refining the Narrative on Developmental E ducation: Evaluation as Vindication