تقرير
Developmental Education Reform as a Civil Rights Agenda: Recent History & Future Directions for California. A Civil Rights Agenda for California's Next Quarter Century
| العنوان: | Developmental Education Reform as a Civil Rights Agenda: Recent History & Future Directions for California. A Civil Rights Agenda for California's Next Quarter Century |
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| اللغة: | English |
| المؤلفون: | Susan Bickerstaff, Tatiana Melguizo, University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles |
| المصدر: | Civil Rights Project - Proyecto Derechos Civiles. 2024. |
| الإتاحة: | Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu |
| Peer Reviewed: | N |
| Page Count: | 46 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation |
| Intended Audience: | Administrators |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Postsecondary Education Higher Education Two Year Colleges |
| Descriptors: | Developmental Studies Programs, Educational Change, Civil Rights, Educational Trends, State Legislation, Educational Legislation, Access to Education, Postsecondary Education, Equal Education, Community Colleges, Educational Policy, Barriers |
| مصطلحات جغرافية: | California |
| مستخلص: | Efforts to strengthen the pipeline to college degree completion have focused on improving college access and providing academic, social, and financial supports to students post-enrollment. This paper explores one facet of postsecondary education that has served as a barrier to both college access and success--developmental education--which has proven to exacerbate racial inequities in academic progress in higher education and has effectively decreased college access for low-income students and students of color. After more than a decade of trying to tackle the developmental education problem indirectly through basic skills-related initiatives, task forces, and success initiatives, the California state legislature passed Assembly Bill 705 (AB705) in 2017, which directed colleges to replace standardized placement tests with multiple measures of high school performance to determine college readiness. In this paper, the authors describe the research that prompted developmental education reform approaches nationally and in California, describe the efforts in California that led to the passing of AB705, and summarize research on its implementation and outcomes. Building on analysis of the research, the paper concludes with five key practice and policy recommendations for California community college leaders as they move toward realizing a civil rights agenda for college access and success in the next 25 years: (1) Address faculty and practitioners' beliefs; (2) Move from structural to instructional reform; (3) Improve data accessibility, reporting, and accountability; (4) Expand equitable college access opportunities for students in high school; and (5) Address barriers facing English learners. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| رقم الأكسشن: | ED646731 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |