About Developmental Education

When most people outside the profession hear the words "developmental education," they think of refresher courses in English, math, and reading for underprepared college students. However, developmental coursework is only one academic enhancement practice that falls under the umbrella term "developmental education."

Use the links below to learn more about the rich history of developmental education, dating back several centuries. You'll learn why developmental education has been termed a "social and economic imperative" in a democracy. You'll also learn about the wide range of learning-centered activities that together make up developmental education. 

DEFINITION. Developmental education is a field of practice and research within higher education with a theoretical foundation in developmental psychology and learning theory. It promotes the cognitive and affective growth of all postsecondary learners, at all levels of the learning continuum. Developmental education is sensitive and responsive to individual differences and special needs among learners. Developmental education programs and services commonly address academic preparedness, diagnostic assessment and placement, development of general and discipline-specific learning strategies, and affective barriers to learning. Developmental education includes, but is not limited to:

• all forms of learning assistance, such as tutoring, mentoring, and supplemental instruction,
• personal, academic, and career counseling,
• academic advisement, and
• coursework.

HISTORY. "Who Are We and Where Did We Come From?" by Martha Casazza (1999). This article explores the essence of developmental education by looking at its roots in the American higher education system and how it has evolved into what it is today. The author emphasizes that this evolution was not without tensions and that some of today's concerns existed two centuries ago. In building a conceptual framework for developmental education today, a case study of a student is provided to clarify some of the definitional issues. The article concludes with four assumptions underlying NADE's working definition of developmental education. (abstract quoted from the article)

GOALS. Developmental education, as an umbrella term for a wide range of learning-centered activities, has several key goals:

• To preserve and make possible educational opportunity for each postsecondary learner.
• To develop in each learner the skills and attitudes necessary for the attainment of academic, career, and life goals.
• To ensure proper placement by assessing each learner's level of preparedness for college coursework.
• To maintain academic standards by enabling learners to acquire competencies needed for success in mainstream college courses.
• To enhance the retention of students.
• To promote the continued development and application of cognitive and affective learning theory.

BEST PRACTICES. A great deal of research has been undertaken in the past thirty years on the subject of developmental education. In the past decade, investigations leading to the identification of best practices have led to quite consistent conclusions. The following sources provide specific information about research findings which identify best practices in developmental education.

Videos

• Lessons in Developmental Education

Articles

• "Strengthening Practice with Theory," by Martha Casazza (1998) [html]
• "Program Components and Their Relationship to Student Performance," by Hunter R. Boylan, Leonard Bliss, and Barbara S. Bonham (1997) [html]
• "Exploring Alternatives to Remediation," by Hunter R. Boylan (1999) [html]

Books

• What Works: A Guide to Research-Based Best Practices in Developmental Education By Hunter R. Boylan, Ph.D. A Joint Project of the Continuous Quality Improvement Network And the National Center for Developmental Education (2002).
• High Stakes, High Performance: Making Remedial Education Work, by John E. Roueche and Suanne D. Roueche (Community College Press, 1999, ISBN 0-87117-321-2)
• In Pursuit of Excellence: The Community College of Denver, by John E. Roueche, Eileen E. Ely, and Suanne D. Roueche (Community College Press, 2001, ISBN 0-87117-341-7)
• No One To Waste: A Report to Public Decision-Makers and Community College Leaders, by Robert H. McCabe (Community College Press, 2000, ISBN 0-87117-330-1)
• CAS Bluebook and Self Assessment Guides