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Do Colleges Perform the Same Following Developmental Education Reform? The Case of Florida’s Senate Bill 1720

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  • Xinye Hu

    (Florida State University)

  • Shouping Hu

    (Florida State University)

Abstract

Developmental education (DE) reform took place among the 28 Florida College System (FCS) institutions in 2014. In this study, we examine how cohort-based passing rates in college-level English and math courses changed at different colleges for pre- and post-policy period and explore what institutional characteristics were related with various institutional trajectories of cohort-based course passing rates in the post-policy period. Employing longitudinal data analysis, we found that colleges performed similarly regarding cohort-based passing rates in both college-level English and combined math courses before DE reform and had a similar elevation in the cohort-based English course passing rates when DE reform took place in 2014. However, colleges experienced different change patterns in the years following DE reform. Specifically, colleges located in rural areas and with more White students experienced relatively lower college-level English passing rates in the post-policy period than their counterparts. Different colleges had slight differences in the trajectory of college-level math passing rates by cohort after SB 1720 in 2014, but institutional characteristics in this study did not adequately capture inter-institutional differences.

Suggested Citation

  • Xinye Hu & Shouping Hu, 2022. "Do Colleges Perform the Same Following Developmental Education Reform? The Case of Florida’s Senate Bill 1720," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(1), pages 92-118, February.
    • Handle: RePEc:spr:reihed:v:63:y:2022:i:1:d:10.1007_s11162-021-09641-z
    DOI: 10.1007/s11162-021-09641-z
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