Despite the progress in developmental education reform over the past two decades, significant work remains to ensure equity and completion in gateway courses. Recent legislative changes and mandates emphasize high-impact practices and the abandonment of standalone remedial courses. Corequisite models have gained traction, providing concurrent support for gateway courses, leading to better retention rates. However, traditional practices still persist due to faculty skepticism and lack of scale. Ultimately, for effective reform, attention must shift towards faculty engagement and addressing classroom challenges, establishing a more nuanced approach to implementation.
The goal is equity, completion, and lasting change in gateway courses; however, the work to reform developmental education isn't done—not even close.
Despite significant strides, skepticism among faculty and continued reliance on traditional methods hinder widespread adoption of high-impact practices in developmental education.
Corequisite support is a powerful tool for gateway course reform but not a standalone solution; without scaled implementations, it falls short in achieving broader impact.
The hardest and most critical aspect of reform—gaining faculty buy-in and addressing classroom dynamics—has often been overlooked by educational leaders and reformers.
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