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Adapting to Change
Title
Adapting to Change: Administrators' Perceptions of the Second Year of Developmental Education Reform in the Florida College System.
Creator
Hu, Shouping, Richard, Keith, Woods, Chenoa S., Nix, Samantha, Tandberg, David, Park, Toby, Bertrand Jones, Tamara
Abstract/Description
The Center for Postsecondary Success at Florida State University has been studying the implementation and outcomes of SB 1720 since its initial implementation by surveying campus leaders across the FCS. This report explores the third set of surveys, administered in spring of 2016. This survey focused on changes the colleges made between the first and second years of implementation of SB 1720.
Date Issued
2016-07-01
Identifier
FSU_libsubv1_scholarship_submission_1485301022
Format
Citation
Changes on the Ground
Title
Changes on the Ground: Site Visit Report of the Third Year of Developmental Education Reform in the Florida College System.
Creator
Hu, Shouping, Bertrand Jones, Tamara, Brower, Rebecca, Park, Toby, Nix, Amanda, Rahming, Sophia, Harrison, Jamaal, Sermon, Jenay, Daniels, Hollie
Abstract/Description
Researchers at the CPS have been conducting a longitudinal study of how Florida College System (FCS) institutions have implemented developmental education reform (SB 1720) on their campuses. As a part of this research report, CPS researchers conducted site visits to nine FCS institutions from November 2016 to April 2017. In this statewide report, we consider administrative, faculty, advisor, support staff, and student perspectives on broad trends which have taken place across the FCS since SB...
Show moreResearchers at the CPS have been conducting a longitudinal study of how Florida College System (FCS) institutions have implemented developmental education reform (SB 1720) on their campuses. As a part of this research report, CPS researchers conducted site visits to nine FCS institutions from November 2016 to April 2017. In this statewide report, we consider administrative, faculty, advisor, support staff, and student perspectives on broad trends which have taken place across the FCS since SB 1720 was enacted. We begin this report by presenting perceptions of the legislation we encountered across the state of Florida in 2016-2017 by stakeholders at nine institutions.
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Date Issued
2017-07-01
Identifier
FSU_libsubv1_scholarship_submission_1502900193_fd9ec2bd, 10.17125/fsu.1502900193
Format
Citation
College Sport Participation and Student Educational Experiences and Selected College Outcomes
Title
College Sport Participation And Student Educational Experiences And Selected College Outcomes.
Creator
Rettig, Jean, Hu, Shouping
Abstract/Description
Using data from a random sample of first-year students in the 2009 National Survey of Student Engagement (NSSE), we compared engagement in educationally purposeful activities in college, a set of educational outcomes, and the relationship between student engagement and educational outcomes for nonathletes and student-athletes participating in low- and high profile sports. Findings indicate that nonathletes and student athletes participating in low- and high-profile sports report similar...
Show moreUsing data from a random sample of first-year students in the 2009 National Survey of Student Engagement (NSSE), we compared engagement in educationally purposeful activities in college, a set of educational outcomes, and the relationship between student engagement and educational outcomes for nonathletes and student-athletes participating in low- and high profile sports. Findings indicate that nonathletes and student athletes participating in low- and high-profile sports report similar levels of engagement in various academic areas. However, high-profile student-athletes face additional challenges to achieving educational outcomes to the level of nonathletes and low-profile student-athletes, and benefit differently from the engagement.
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Date Issued
2016-05
Identifier
FSU_libsubv1_wos_000377422500006, 10.1353/csd.2016.0054
Format
Citation
Continuing Adaptations
Title
Continuing Adaptations: Administrators' perceptions of the third year of developmental education reform in the Florida College System (Full Report).
Creator
Hu, Shouping, Mokher, Christine, Harris, Julie, Park, Toby, Bertrand Jones, Tamara
Abstract/Description
To address concerns about the cost and effectiveness of developmental education (DE), Florida lawmakers passed Senate Bill 1720 (SB 1720) in 2013. This bill required institutions in the Florida College System (FCS) to implement comprehensive DE reform by the fall semester of 2014. SB 1720 made three major changes to Florida’s DE policy. First, certain students became exempt from college course placement testing and DE. Exempt students include military personnel and students who began...
Show moreTo address concerns about the cost and effectiveness of developmental education (DE), Florida lawmakers passed Senate Bill 1720 (SB 1720) in 2013. This bill required institutions in the Florida College System (FCS) to implement comprehensive DE reform by the fall semester of 2014. SB 1720 made three major changes to Florida’s DE policy. First, certain students became exempt from college course placement testing and DE. Exempt students include military personnel and students who began attending a Florida public high school in 2003/04 or after and went on to earn a diploma. Second, FCS institutions became required to offer developmental courses using four modalities: compressed, contextualized, modularized, and co-requisite. Third, colleges were required to offer enhanced student advising to facilitate student enrollment in the new course offerings and to develop meta-majors that students select based on their interests, aca- demic goals, and career aspirations.
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Date Issued
2017-06
Identifier
FSU_libsubv1_scholarship_submission_1497407239_867d0fcd
Format
Citation
Continuing Adaptations
Title
Continuing Adaptations: Administrators' perceptions of the third year of developmental education reform in the Florida College System (Survey Summary).
Creator
Hu, Shouping, Mokher, Christine, Harris, Julie, Park, Toby, Bertrand Jones, Tamara
Abstract/Description
This report shares how the implementation of Florida Senate Bill 1720 (SB1720), a bill intended to address concerns about the cost and e effectiveness of developmental education (DE), has evolved and how administrators perceive its implementation and effects. The report findings are drawn from four annual surveys given to administrators at Florida College System (FCS) institutions, and it focuses on the fourth, most recent survey from Spring 2017.
Date Issued
2017-06
Identifier
FSU_libsubv1_scholarship_submission_1497407818_f37e5b4c
Format
Citation
Developmental Education Reform in Florida
Title
Developmental Education Reform in Florida: Perceptions of Instiutional Leaders and Plans for Institutional Actions.
Creator
Hu, Shouping, Tandberg, David A., Nix, Amanda, Collins, Rhonda, Hankerson, Dava
Abstract/Description
Citing significant costs and poor completion rates as major factors necessitating reform, the Florida Legislature passed Senate Bill (SB) 1720 in 2013, which dramatically changes the rules as to how developmental education is delivered and who is required to take it. This policy brief is based on the two research reports by the Florida Developmental Education Research Team.
Date Issued
2014-07-01
Identifier
FSU_libsubv1_scholarship_submission_1486573909
Format
Citation
Diving into the Deep End (Full Report)
Title
Diving into the Deep End (Full Report): How State College Administrators in Florida Describe the First Year of Developmental Education Reform.
Creator
Hu, Shouping, Woods, Chenoa, Richard, Keith, Tandberg, David, Park, Toby, Bertrand Jones, Tamara
Abstract/Description
During the spring semester of 2015, The Center for Postsecondary Success (CPS) research team conducted a survey of high-level administrators across the FCS. The present study serves as the first quantitative point of contact with college leaders since the implementation of the SB 1720. The goal of the study is to examine how administrators assessed their implementation and initial effects of the legislation.2015-0601
Date Issued
2015-06-01
Identifier
FSU_libsubv1_scholarship_submission_1486580821
Format
Citation
Diving Into the Deep End (Policy Brief)
Title
Diving Into the Deep End (Policy Brief): How State College Administrators in Florida Describe the First Year of Developmental Education Reform.
Creator
Hu, Shouping, Woods, Chenoa S., Richard, Keith, Tandberg, David, Park, Toby, Bertrand Jones, Tamara
Abstract/Description
In 2013 the state of Florida passed Senate Bill 1720 (SB 1720) which dramatically reshaped developmental education (DE) for the 28 Florida College System (FCS) institutions. The legislation categorized students who entered a traditional Florida public high school in 2003-2004 and graduated with a standard diploma in 2007 or later and active-duty military personnel as exempt, which allows these students to bypass DE placement tests and DE coursework, if they so choose. The legislation also...
Show moreIn 2013 the state of Florida passed Senate Bill 1720 (SB 1720) which dramatically reshaped developmental education (DE) for the 28 Florida College System (FCS) institutions. The legislation categorized students who entered a traditional Florida public high school in 2003-2004 and graduated with a standard diploma in 2007 or later and active-duty military personnel as exempt, which allows these students to bypass DE placement tests and DE coursework, if they so choose. The legislation also required colleges to offer admission counseling to all incoming students and DE courses in different instructional modalities: modularized, compressed, contextualized, and co-requisite. During the spring semester of 2015, The Center for Postsecondary Success (CPS) research team conducted a survey of high-level administrators across the FCS. The present study serves as the first quantitative point of contact with college leaders since the implementation of the SB 1720. The goal of the study is to examine how administrators assessed their implementation and initial effects of the legislation. The following research questions guide our analyses for this brief: 1. How do administrators describe the initial implementation of revised DE courses, academic advising, and student support services as they align to their institutional plan? 2. How do administrators assess the initial impacts of SB 1720 at their institution? 3. How do institutions group together based on their DE curriculum structure, academic advising practices, and student support services? Our analyses revealed several overarching findings that reflect the significance of the legislation and the impacts it has had on colleges throughout the FCS. Our results highlight the difficult challenges involved with implementing the reform and how institutions have addressed and overcome these challenges. Our key findings include: 1. Overall, compressed and modularized courses were the most commonly used of the four instructional modalities. 2. Although DE has increasingly relied on technology, some respondents expressed concern regarding access, effectiveness, and student use. 3. Because colleges can no longer exclusively use Postsecondary Education Readiness Test (PERT) scores as their DE placement tool, institutions have relied on other advising tools, techniques, and predictive models to assist the advising process. 4. Institutions show somewhat different patterns in developmental education curriculum structure, academic advising, and student support services, which lead to distinct groups in institutional responses and practices in developmental education implementation. 5. Despite challenges and tempered agreement that implementing their institutional plan resulted in positive outcomes, institutions reported many positive changes occurring across their institutions.
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Date Issued
2015-06-01
Identifier
FSU_libsubv1_scholarship_submission_1485305152
Format
Citation
Exploring Institutional Change
Title
Exploring Institutional Change: Administrators’ Perceptions of the Fourth Year of Developmental Education Reform in the Florida College System.
Creator
Hu, Shouping, Mokher, Christine, Spencer, Hayley, Hu, Xinye, Park, Toby, Bertrand Jones, Tamara
Abstract/Description
In 2013, Florida legislators passed Senate Bill 1720 (SB 1720) which made three substantial changes to developmental education statewide. First, developmental education courses became optional for many students who would have been previously required to enroll. Exempt students include high school graduates who attended a Florida public school in 2003/04 or later, and active duty military personnel. Second, institutions in the Florida College System (FCS) became required to offer developmental...
Show moreIn 2013, Florida legislators passed Senate Bill 1720 (SB 1720) which made three substantial changes to developmental education statewide. First, developmental education courses became optional for many students who would have been previously required to enroll. Exempt students include high school graduates who attended a Florida public school in 2003/04 or later, and active duty military personnel. Second, institutions in the Florida College System (FCS) became required to offer developmental education through new instructional modalities including compressed, contextualized, modularized, or co-requisite courses. Third, colleges had to offer enhanced advising services to help students select appropriate courses and to identify a meta-major toward a career pathway.
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Date Issued
2018/07/01
Identifier
FSU_libsubv1_scholarship_submission_1531672091_81a4acab, 10.17125/fsu.1531672091
Format
Citation
Florida Developmental Education Reform
Title
Florida Developmental Education Reform: Responses from the Leaders of Florida College System Institutions.
Creator
Hu, Shouping, Park, Toby, Tandberg, David, Hankerson, Dava, Collins, Rhonda, Nix, Amanda
Abstract/Description
The Florida legislature drastically restructured developmental education placement and instruction through Senate Bill 1720 (SB 1720) during the 2013 legislative session. There is a critical need to understand how colleges within the Florida College System (FCS) respond to SB 1720 in terms of students’ education placement and course instruction, as well as what effects this legislation could have on student outcomes. Florida is at the forefront in developmental education reform, which...
Show moreThe Florida legislature drastically restructured developmental education placement and instruction through Senate Bill 1720 (SB 1720) during the 2013 legislative session. There is a critical need to understand how colleges within the Florida College System (FCS) respond to SB 1720 in terms of students’ education placement and course instruction, as well as what effects this legislation could have on student outcomes. Florida is at the forefront in developmental education reform, which provides an excellent opportunity to examine how various developmental education approaches affect student success in college. We conducted a survey of various college administrators responsible for the developmental education initiatives at the 28 FCS institutions.
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Date Issued
2014-06-01
Identifier
FSU_libsubv1_scholarship_submission_1493918588_e613c44f
Format
Citation
Florida Developmental Education Reform
Title
Florida Developmental Education Reform: What do the Florida College System institutions plan to do?.
Creator
Hu, Shouping, Tandberg, David, Nix, Amanda, Collins, Rhonda, Hankerson, Dava
Abstract/Description
The FCS institutions plan to redesign instructional strategies, ramp up advising, and provide support services. The institutions generally favor modularized and compressed instruction, with all 28 colleges applying these course structures. Co-requisite instruction is brought into the classroom by 17 of the 28 colleges, but with great variation across the colleges. Contextualized instructional methods are the least favored, with only 7 colleges implementing them in a limited manner. While...
Show moreThe FCS institutions plan to redesign instructional strategies, ramp up advising, and provide support services. The institutions generally favor modularized and compressed instruction, with all 28 colleges applying these course structures. Co-requisite instruction is brought into the classroom by 17 of the 28 colleges, but with great variation across the colleges. Contextualized instructional methods are the least favored, with only 7 colleges implementing them in a limited manner. While there is significant variation in the amount of information provided by the individual institutions in their implementation plans, we find that most of the plans reflect established good practices and are consistent with the general guidelines for reform set forth in SB 1720. Moving forward, it will be important to follow up with the colleges to see how they implement their plans and to periodically assess the effect of the changes on students, faculty, staff, and administration.
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Date Issued
2014-07-01
Identifier
FSU_libsubv1_scholarship_submission_1486578418
Format
Citation
Higher Education Research Centers and the Perspectives of Their Leadership
Title
Higher Education Research Centers and the Perspectives of Their Leadership.
Creator
Peters, Allison B., Nix, Samantha, Hu, Shouping
Abstract/Description
This study explores the state of higher education research centers in the United States with a focus on center funding, organization, research topics, challenges, and opportunities. An online survey was disseminated in Spring 2017 to directors and associate directors of 31 university-affiliated centers/institutes focused on higher education research, policy, and/or practice in the United States. Individuals from 15 research centers completed the survey.
Date Issued
2018-01-31
Identifier
FSU_libsubv1_scholarship_submission_1517404412_926a4888
Format
Citation
How Students Make Course Enrollment Decisions in an Era of Increased Choice
Title
How Students Make Course Enrollment Decisions in an Era of Increased Choice: Results from a Survey of Enrollment Patterns and Choice Factors.
Creator
Hu, Shouping, Park, Toby, Woods, Chenoa, Tandberg, David, Bertrand Jones, Tamara, Hankerson, Dava, Richard, Keith
Abstract/Description
In 2013, the state of Florida passed Senate Bill 1720 (SB 1720), which dramatically restructured developmental education (DE) placement and instruction. Whereas DE was previously required for students testing below established levels on standardized tests, certain students (graduates from Florida public high schools in the year 2007 or later and active duty members of the military-labeled exempt students) now have the opportunity to opt out of these courses and enroll directly into college...
Show moreIn 2013, the state of Florida passed Senate Bill 1720 (SB 1720), which dramatically restructured developmental education (DE) placement and instruction. Whereas DE was previously required for students testing below established levels on standardized tests, certain students (graduates from Florida public high schools in the year 2007 or later and active duty members of the military-labeled exempt students) now have the opportunity to opt out of these courses and enroll directly into college-level work. In addition, colleges must now provide all students with a wider array of delivery methods for DE courses. We sought to investigate how students are making their enrollment decisions. We distributed the Student Response Survey in the Fall 2014 semester to all first-time-in-college students at two Florida College System (FCS) institutions. Of particular interest to this study were the exempt students, or those with wider course enrollment options, and the importance students placed on 14 factors that possibly influenced their DE course enrollment decisions (i.e. their decision factors).
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Date Issued
2015-05-01
Identifier
FSU_libsubv1_scholarship_submission_1486580309
Format
Citation
Increasing Momentum for Student Success (Research Brief)
Title
Increasing Momentum for Student Success (Research Brief).
Creator
Hu, Shouping, Park, Toby, Mokher, Christine, Spencer, Hayley, Hu, Xinye, Bertrand Jones, Tamara
Date Issued
2019-02-27
Identifier
FSU_libsubv1_scholarship_submission_1551138749_75a8d660
Format
Citation
Increasing Momentum for Student Success
Title
Increasing Momentum for Student Success: Developmental Education Redesign and Student Progress in Florida.
Creator
Hu, Shouping, Park, Toby, Mokher, Christine, Spencer, Hayley, Hu, Xinye, Bertrand Jones, Tamara
Abstract/Description
Since the fall semester of 2014, Florida’s Senate Bill 1720 (SB 1720) initiated a major statewide developmental education reform in the Florida College System (FCS). Now that the reform has been underway for a few years, we use first-time-in-college (FTIC) students to examine three sets of indicators of student progress to understand the impacts of SB 1720: developmental education enrollment and passing rates, introductory college-level course enrollment and passing rates, and college-level...
Show moreSince the fall semester of 2014, Florida’s Senate Bill 1720 (SB 1720) initiated a major statewide developmental education reform in the Florida College System (FCS). Now that the reform has been underway for a few years, we use first-time-in-college (FTIC) students to examine three sets of indicators of student progress to understand the impacts of SB 1720: developmental education enrollment and passing rates, introductory college-level course enrollment and passing rates, and college-level credit hours attempted and earned during the first year of enrollment. For introductory college-level course passing rates, we present our results in two different ways. The first is a course-based passing rate, which is the number of students passing English or math courses divided by the total number of students enrolled in the course. The second measure is a cohort-based passing rate—the number of individuals passing the English or math courses divided by the total number of students in that cohort. We use data from Florida’s K-20 Education Data Warehouse (EDW), which tracks all Florida public school students remaining in-state from Kindergarten to postsecondary education. We include six-cohorts (fall 2011 to fall 2016) of FTIC student data from all 28 public state colleges in Florida. The key findings include: • Enrollment rates in developmental reading, writing, and math declined sharply following the reform. • Passing rates in developmental education courses remained relatively constant. • Enrollment rates in introductory college-level courses increased following the reform, most notably in math courses. • Course-based passing rates in English remained relatively stable over time, while course-based passing rates in intermediate algebra declined. • Cohort-based passing rates in English and math courses increased following the reform from a cohort-by-cohort comparative perspective. • Cohort-based passing rates for Black and Hispanic students increased at greater rates than White students. • Total first-year credit hours attempted and earned increased for all students following the reform. • Black and Hispanic students experienced a greater increase in college-level credits earned following the reform, compared to White students. In sum, since the implementation of the developmental education reform in Florida in fall of 2014, there has been an increase of student success as measured by introductory college-level course passing rates as measured as the share of students of each cohort who passed the courses and college-level credit hours attempted and earned during the first year of enrollment. The findings also point to the narrowing gaps in those measures for students of different racial/ethnic backgrounds. Overall, the developmental education redesign in Florida appears to have led to increased success and improved equity in the Florida College System.
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Date Issued
2019-02-27
Identifier
FSU_libsubv1_scholarship_submission_1550948148_bd6a2f97
Format
Citation
Institutional Transformation Reflected
Title
Institutional Transformation Reflected: Administrators’ Perceptions of the Fifth Year of Developmental Education Reform in the Florida College System.
Creator
Hu, Shouping, Mokher, Christine, Spencer, Hayley, Park-Gaghan, Toby, Hu, Xinye, Bertrand Jones, Tamara
Abstract/Description
The Florida legislature passed Senate Bill 1720 (SB 1720) in 2013, making three substantial changes to developmental education statewide. The first change was that the majority of students became exempt from placement testing and developmental education courses. Exempt students include those who entered 9th grade in a Florida public school in 2003/04 or thereafter and earned a standard Florida high school diploma, as well as active duty military personnel. The second change was that...
Show moreThe Florida legislature passed Senate Bill 1720 (SB 1720) in 2013, making three substantial changes to developmental education statewide. The first change was that the majority of students became exempt from placement testing and developmental education courses. Exempt students include those who entered 9th grade in a Florida public school in 2003/04 or thereafter and earned a standard Florida high school diploma, as well as active duty military personnel. The second change was that institutions in the Florida College System (FCS) became required to offer remaining developmental education courses using new instructional strategies which include compressed, co-requisite, contextualized, or modularized formats. The third change was the FCS institutions were required to develop a plan to offer enhanced advising and academic support services to improve student success.Researchers at the Center for Postsecondary Success (CPS) at FSU have been evaluating implementation and impacts of SB 1720 since the reform began in spring 2014. This is the sixth annual report using survey data from lead administrators at FCS institutions statewide to examine institutional progress under SB 1720. The current report focuses on reflections about institutional transformational processes from the initial planning of the reform to implementation up to date. We examine the types of challenges encountered by colleges during the planning process, ways in which colleges engaged in sensemaking and organizational learning, and perceptions of the institutional transformation processes and outcomes following the developmental education reform. Key findingsReflections on the Initial Planning Process • Prior to SB 1720 there were concerns among a broad range of stakeholders about potential harm to student outcomes, changes that were not in the best interest of the institution, and skepticism due to prior unsuccessful attempts at reforming developmental education. • Respondents from most institutions reported high levels of collaboration during the initial planning process, particularly related to communication among groups across campus and ongoing dialogue among administrators, faculty, and staff. • There was considerable variation across institutions in the extent to which administrators perceived that institutional staff took ownership of changes during the initial planning process relative to the changes being imposed by the state. Sensemaking and Organizational Learning During Implementation • Institutions engaged in a variety of sensemaking processes such as ongoing and widespread campus conversations about implementation, and the emergence of collaborative leadership among a broad range of stakeholders. • Most institutions engaged in several different organizational learning practices, particularly collecting data to inform decision making and acknowledging areas of low performance to campus stakeholders. Reflections on Institutional Transformation and Outcomes • Respondents reported changes at least to “a moderate extent” in advising practices, instructional practices in both developmental and gateway courses, curriculum in both developmental and gateway courses, and student support services. These changes tended to be “mostly” or “somewhat “due to SB 1720. • When comparing changes made in the most recent year relative to the initial planning process, there was a shift toward institutional staff taking ownership of changes rather than change being imposed by the state. • Respondents perceive that they are held more accountable to the Division of Florida Colleges and the state legislature, than to internal stakeholder groups like institutional staff, students, and the board of trustees. • Most respondents perceive that various stakeholder groups saw “better” or “somewhat better” performance on student outcomes relative to their initial expectations. They also believe that most stakeholder groups at least “somewhat” changed their perceptions about the most effective ways to help students who are academically underprepared.
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Date Issued
2019-06-20
Identifier
FSU_libsubv1_scholarship_submission_1560393733_7010b37b
Format
Citation
Learning from the Ground Up (Full Report)
Title
Learning from the Ground Up (Full Report): Developmental Education Reform at Florida College System Institutions.
Creator
Hu, Shouping, Bertrand Jones, Tamara, Brower, Rebecca, Park, Toby, Tandberg, David, Nix, Amanda, Rahming, Sophia, Martindale, Sandra
Abstract/Description
Researchers at the Center for Postsecondary Success (CPS) are conducting a comprehensive evaluation of how FCS institutions have implemented the reform on their campuses. The first steps in the evaluation of SB 1720 included an analysis of the institutions’ implementation plans and a survey of college administrators. In the current phase of the evaluation CPS team members have conducted surveys with college administrators and students during site visits to 10 FCS institutions. In this report...
Show moreResearchers at the Center for Postsecondary Success (CPS) are conducting a comprehensive evaluation of how FCS institutions have implemented the reform on their campuses. The first steps in the evaluation of SB 1720 included an analysis of the institutions’ implementation plans and a survey of college administrators. In the current phase of the evaluation CPS team members have conducted surveys with college administrators and students during site visits to 10 FCS institutions. In this report we present findings from our analysis of focus group interviews conducted with college administrators, advisors, and other personnel, faculty members, and students. The key findings from our site visits to FCS institutions answer the research question: How have the Florida College System institutions implemented developmental education reform?
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Date Issued
2015-06-01
Identifier
FSU_libsubv1_scholarship_submission_1486581547, 10.33009/fsu.1486581547
Format
Citation
Learning from the Ground Up (Policy Brief)
Title
Learning from the Ground Up (Policy Brief): Developmental Education Reform at Florida College System Institutions.
Creator
Hu, Shouping, Bertrand Jones, Tamara, Brower, Rebecca, Park, Toby, Tandberg, David, Nix, Amanda, Rahming, Sophia, Martindale, Sandra
Abstract/Description
Under Florida Senate Bill 1720 (SB 1720), passed in 2013, institutions in the Florida College System (FCS) were required to implement comprehensive developmental education reform by fall 2014. The reform exempted recent graduates from Florida public high schools and active duty military from developmental education courses, and required institutions to offer an array of delivery methods for developmental education courses. Additionally, institutions must use multiple measures to assess...
Show moreUnder Florida Senate Bill 1720 (SB 1720), passed in 2013, institutions in the Florida College System (FCS) were required to implement comprehensive developmental education reform by fall 2014. The reform exempted recent graduates from Florida public high schools and active duty military from developmental education courses, and required institutions to offer an array of delivery methods for developmental education courses. Additionally, institutions must use multiple measures to assess college readiness. The Center for Postsecondary Success (CPS) has been conducting a comprehensive evaluation of how FCS institutions have implemented the reform on their campuses. In this report we present key findings from our analysis of over 80 focus group interviews conducted with faculty, students, administrators, advisors, and other personnel at ten FCS institutions.
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Date Issued
2015-01-06
Identifier
FSU_libsubv1_scholarship_submission_1485304070, 10.33009/fsu.1485304070
Format
Citation
Learning to Adapt
Title
Learning to Adapt: Lessons from the Second Year of Developmental Education Reform at Florida College Systems Institutions.
Creator
Hu, Shouping, Bertrand Jones, Tamara, Brower, Rebecca, Nix, Amanda, Martindale, Sandra, Rahming, Sophia, Park, Toby, Tandberg, David
Abstract/Description
In year two of DE reform implementation across the FCS institutions, CPS researchers conducted two-day site visits to each of eight FCS institutions in fall 2015 and spring 2016. In this report we present findings from our analysis of focus group interviews conducted with college administrators, advisors, and other personnel, faculty members, and students. The key findings from our site visits to FCS institutions answer the research question: How have the Florida College System institutions...
Show moreIn year two of DE reform implementation across the FCS institutions, CPS researchers conducted two-day site visits to each of eight FCS institutions in fall 2015 and spring 2016. In this report we present findings from our analysis of focus group interviews conducted with college administrators, advisors, and other personnel, faculty members, and students. The key findings from our site visits to FCS institutions answer the research question: How have the Florida College System institutions implemented developmental education reform?
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Date Issued
2016-07-01
Identifier
FSU_libsubv1_scholarship_submission_1485302202, 10.33009/fsu.1485302202
Format
Citation
Meeting the Needs of Students
Title
Meeting the Needs of Students: Site Visit Report of the Fourth Year of Developmental Education Reform in the Florida College System.
Creator
Hu, Shouping, Bertrand Jones, Tamara, Brower, Rebecca, Harrison, Jamaal, Sermon, Jenay, Daniels, Hollie, Park, Toby, Mokher, Christine
Abstract/Description
The Center for Postsecondary Success (CPS) at Florida State University, have been conducting a longitudinal study of how Florida College System (FCS) institutions have implemented developmental education reform (SB 1720) on their campuses. As a part of this research effort, we conducted site visits to nine FCS institutions from October 2017 to April 2018 to study how SB 1720 was implemented on the ground. Here we present findings from our analysis of focus group interviews conducted at these...
Show moreThe Center for Postsecondary Success (CPS) at Florida State University, have been conducting a longitudinal study of how Florida College System (FCS) institutions have implemented developmental education reform (SB 1720) on their campuses. As a part of this research effort, we conducted site visits to nine FCS institutions from October 2017 to April 2018 to study how SB 1720 was implemented on the ground. Here we present findings from our analysis of focus group interviews conducted at these nine FCS institutions with administrators, faculty members, advisors, and students. In total, we conducted 34 semi-structured focus groups and 10 individual interviews lasting from 19 minutes to 75 minutes. Focus groups on average involved between 2 and 10 individuals. We spoke with 62 administrators, 48 faculty members, 50 academic advisors, and 59 students, resulting in data from 219 research participants.
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Date Issued
2018/07/01
Identifier
FSU_libsubv1_scholarship_submission_1531671190_94ec3ef7
Format
Citation
Probability of Success
Title
Probability of Success: Evaluation of Florida's Developmental Education Redesign Based on Cohorts of First-Time-In-College Students from 2009-10 to 2014-15.
Creator
Hu, Shouping, Park, Toby, Woods, Chenoa S., Richard, Keith, Tandberg, David, Bertrand Jones, Tamara
Abstract/Description
Through the enactment of Senate Bill 1720 (SB 1720), the Florida legislature dramatically changed how developmental education (DE) is offered and for whom it is required. Historically, many students would have been required, based on their performance on a placement exam, to take and pass DE courses prior to introductory college-level (gateway) courses. With placement tests now optional and as many students can now bypass DE when they meet the criteria as exempt students, we sought to better...
Show moreThrough the enactment of Senate Bill 1720 (SB 1720), the Florida legislature dramatically changed how developmental education (DE) is offered and for whom it is required. Historically, many students would have been required, based on their performance on a placement exam, to take and pass DE courses prior to introductory college-level (gateway) courses. With placement tests now optional and as many students can now bypass DE when they meet the criteria as exempt students, we sought to better understand how students make enrollment decisions in an environment of increased choice, and how their choices affect their early educational progress.
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Date Issued
2016-01-01
Identifier
FSU_libsubv1_scholarship_submission_1485302858
Format
Citation