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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
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
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
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