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Comparing past and current policies concerning academic access, developmental education, and learning assistance programs helps to identify emerging trends that may have regional or national impact on the field. As suggested by the futuring model developed by John Naisbitt and others, it is important to observe activities and policies developed in California, Colorado, Connecticut, Florida, and Texas. For a variety of geographic and demographic reasons, these “leading indicator�? states often are predictive of future trends in a wide variety of areas in American society. The reader is encouraged to be especially observant of events occurring in these states.
The entries on this blog for the next few weeks will focus on a number of reports and publications on policies related to access programs. One of the challenges with this analysis is understanding whether the policies represent a growing trend. Policies can be as different as night and day between states that adjoin one another. While some states have enacted policies that have reduced access, the majority of the time such policies are not approved by the state legislatures. Hopefully the blog entries over the next few weeks will allow you to draw your own conclusions on this controversial area of scholarship.

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Kipp, S. M., Price, D. V., & Wohlford, J. K. (2002). Unequal opportunity: Disparities in college access among the 50 states. Indianapolis, IN: Lumina Foundation for Education. Retrieved July 4, 2004, from: http://www.luminafoundation.org This national study investigates academic access in all 50 states for students of varying levels of income and academic preparation. Two major dimensions were studied at the 2,800 postsecondary institutions in the study: admissibility and affordability. While most states provide low-income dependent students with access to public two-year institutions without borrowing, fewer states provide similar access to public four-year institutions.
The major findings of the study include: the percentage of admissible institutions varies widely among states; the percentage of affordable institutions varies widely among states; low-income dependent and independent students have fewer accessible options than median-income students; and borrowing is more frequently required to achieve affordability for low-income dependent students than it is for median-income dependent students. Part of this variability in access is due to differences across and within states in students' academic preparation, selectivity of institutions, variations in tuition policies, and variations regarding state financial aid programs.

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Barajas, H. L. (2001). Is developmental education a racial project? Considering race relationships in developmental education spaces. In D. B. Lundell, & J. L. Higbee (Eds.), Theoretical perspectives for developmental education (pp. 65-74). Minneapolis, MN: Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota. Retrieved July 4, 2004, from: http://www.gen.umn.edu/ research/crdeul/publications.htm
The author states in the preface to the article that as a sociologist teaching in a developmental education unit, it was clear that both disciplines, sociology and education, revolved around White theories, create spaces that are inherently White, and create a culture of Whiteness that is more apt to study persons of color than to utilize their skills, talents, and ideas. The theoretical arguments and empirical evidence in this article explore the possibility that schools are what critical theory terms a racial project in which everyday school experiences and the school process are racially organized. Often, participants in racial projects silences students of color, and creates barriers to resources much like gendered spaces silence and create barriers for women.

Package Courses

Wilcox, K. S., delMas, R. C., Steward, B., Johnson, A. B., & Ghere, D. (1997). The "package course" experience and developmental education. Journal of Developmental Education, 20(3), 18-20, 22, 24, 26.
The effect of package courses-based on the learning community model-on several educational outcomes was investigated for linked courses: a content course; an academic success/study skills course; and, in some cases, a noncredit math course. Package course students earned higher student outcomes and additional qualitative benefits were observed at the General College of the University of Minnesota.

Learning Communities

Tinto, V. (1998). Leaning communities and the reconstruction of remedial education in higher education. Journal of Higher Education, 68(6), 599-623. A version of the document retrieved July 4, 2004, from: http://soeweb.syr.edu/faculty/vtinto/files/%20 Learning %20Better%20Together.pdf
The author suggests that variations of learning communities are more effective than stand-alone remedial courses for underprrepared students. A number of institutions have successful concurrently enrolled developmental students in reading courses that are linked to an academic content course which result in higher student outcomes than students enrolled in classes where the curriculum is not coordinated.

Accelerated Learning Groups

Stansbury, S. (2001). Accelerated Learning Groups enhance Supplemental Instruction for at-risk students. Journal of Developmental Education, 24(3), 20-22, 24, 26, 28, 40.
In order to both increase Supplemental Instruction (SI) attendance by a wider range of students and improve academic achievement, Accelerated Learning Groups (ALGs) were developed. A pilot study investigated whether at-risk students who participated in an ALG/SI combination demonstrated higher self-efficacy and SI attendance than those who participated in only SI. Results suggested that at-risk students were more likely to participated in 12 or more SI sessions if they attended an ALG/SI combination than if they attended only SI. In addition, the range of final grades was higher for those who attended an ALG/SI combination than for those who attended only SI. The development of prerequisite skills was essential for the efficacy of SI to serve academically underprepared students who may shun the very academic intervention that would be of most help to them. Additional research is warranted to investigate this area.

Ten Recommendations from the Research

Stahl, N. A., Simpson, M. L., Hayes, C. G. (1992). Ten recommendations from research for teaching high-risk college students. Journal of Developmental Education, 16(1), 2-4, 6, 8, 10.
One of the most cited articles in developmental education, the authors drew on recent research to identify critical practices related to higher student outcomes for students who are academically underprepared.