New reports detail strategies used in developmental education in Tennessee and Connecticut

The American Council on Education’s Center for Policy Research and Strategy recently released two reports examining innovative strategies in higher education in Tennessee and Connecticut.  In Tennessee, Developmental Studies Redesign and Course Revitalization Redesign were pursued between 2005-2010 and 2010-2015, respectively.  In order to accomplish each, system-level changes were implemented to redesign developmental education and gateway courses across the state.  State legislation, specifically the Complete College Tennessee Act of 2010, also played a role.  Redesign efforts led the Tennessee Board of Regents to implement a co-requisite model that would bring together developmental and college-level.

When the State of Connecticut passed Public Act 12-40, educational institutions would have to revise existing assessment and placement practices for developmental education.  Additionally, institutions would be limited to one semester for developmental coursework and had to implement a three-level model that provided students with integrated support for college-level courses, intensive developmental courses in one semester, and tuition-free transitional programs that were non-credit.  The ACE report includes data gathered through interviews with several constituent groups at the state legislative and higher education levels, and findings serve as recommendations for improving communication between the legislature and higher education community and more.

Sources: InsideHigherEd, ACE on Tennessee, ACE on Connecticut


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