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Are you interested in or already are writing about the history of academic access programs? There is a new group forming to bring together people interested in developmental education and learning assistance. Even if you are are only interested, please consider joining us. Click on the link below for more information.
The history of academic access is not well documented in the professional literature. I have read many of the classic histories on postsecondary education and seldom find more than a few paragraphs or pages related to access issues. Frankly, most of the histories don't say much about the faculty or students as well. It seems that most of the time that the books are devoted to the college administrators, significant political leaders at the local or state level, and the physical construction of the colleges.

Since I made the transition to full-time teaching, I have now have more time to write. However, it can be a lonely experience writing about a topic area that does not have lots of other colleagues engaged in the same work. When I shared this with some other colleagues who make conference presentations or write articles, they shared the same experience. So, with the availability of web-based tools here at the University of Minnesota, I decided to see what would happen if a notice was placed up on several large listserv discussion groups that have people who work in this field. After a week, nearly 40 people had responded with interest. Some had no experience, some were in the middle of their dissertation writing, and others had experience with having their research published.

As a result, a working group has been created. Four Internet tools will be used to help us connect with one another and to support our writing interests:
(a) threaded web discussion board
(b) blog page to share with the larger education community our work and publications
(c) wiki web page to collect resources from the group to support our collective efforts
(d) podcasting series will be distributed beginning summer 2006 consisting of interviews of our working group members regarding their scholarship in progress and early findings

It is a pretty ambitious project, considering that most of the communication, encouragement, and work will be conducted online in a "virtual community" of scholars. But it should be an interesting experiment. If you have an interest in writing about the history of academic access programs (developmental educaiton and learning assistance), send an email to me, david@arendale.org

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Cloud, J. (2002, October 14). Who's ready for colege? [Sic] Conservatives want to get rid of remedial education. If so, only two-thirds of today's freshmen need apply. Time Magazine. This is one of the few times that the mainstream press has reported on developmental education. Rather than focusing on a more balanced presentation, the article focuses on the proposed policies in a few states regarding what they call remedial education.
The article repeats previously reported research such as about one-third of entering students need to enroll in one or more developmental courses. Several states are reported to ban financial support for developmental education, even at the community college level.

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O’Brien, C. T. (2004). Indicators of opportunity in higher education. Washington, D.C.: The Pell Institute for the Study of Opportunity in Higher Education. Most students from low-income families (below $25,000 annual income) do not attend college since it appears unattainable. Those who do attend from this group generally attend public two your or proprietary colleges. Most of these students will not complete a four-year baccalaureate degree. Postsecondary education is becoming more stratified by students’ income.

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Current and former leaders of the field of developmental education and learning assistance have issued a strategic review of the field and provided recommendations for its improvement. The report is available from the Blue Ribbon Commission (BRC) website, http://blueribboncommission.org At the same website is a link to a web-based discussion forum for public comment and conversation of the report and the issues that are raised.
Current and past national leaders representing the major professional organizations involved with developmental education and learning assistance created the report. These leaders were appointed to a task force called the Blue Ribbon Commission (BRC) by the American Council of Developmental Education Associations (ACDEA). ACDEA charged the BRC with to conduct a strategic analysis of the profession and to report findings for guidance regarding potential planning decisions by the ACDEA member organizations. This report is intended as a catalyst for conversation and reflection at this crucial time.

For additional information, contact David Arendale, Chair of the BRC [612-625-2928], Dr. Hunter Boylan, Chair of the ACDEA [828- 262-6100], or any of the other BRC members. Contact information for these individuals is available through the BRC website, http://blueribboncommission.org

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Muraskin, L. (1997). "Best practices" in Student Support Services: A study of five exemplary sites. Washington, D.C.: U.S. Department of Education. (ERIC Document Reproduction Service No. ED416784). Report summary retrieved April 9, 2005, from http://www.ed.gov/offices/OUS/ PES/higher/sss4.html
This report examines "best practices" in the delivery of Student Support Services (SSS), one of the Special Programs for Disadvantaged Students collectively known as the TRIO programs. The study is based on case studies that were conducted in five local SSS projects during early 1996. The five projects were drawn from 30 projects in the National Study of Student Support Services, a longitudinal survey of students begun in 1991.

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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.