The State of Developmental Education Higher Education and Public Policy Priorities

The State of Developmental Education captures the current condition of state developmental education policy as it is implemented in higher education institutions. Few studies have examined the role that policy plays in the implementation and execution of developmental education on campuses, particularly at four-year institutions. Parker, Bustillos, and Barrett examine state developmental education policies of five states by exploring the impact these policies have on institutions and documenting how institutional actors respond to these policies. If states and indeed the nation are to meet the educational attainment goals, particularly bachelor's degree attainment, it is important that both four- and two-year colleges and universities share in the responsibility of educating students.

Tara L. Parker is Associate Professor of Higher Education at the University of Massachusetts, Boston, USA. She is the author of journal articles, book chapters, reports, and conference papers related to access and equity in higher education and developmental education policy.

Michelle Sterk Barrett is currently a Ph.D. candidate in the higher education program at the University of Massachusetts, Boston, USA, and is Director of Community-Based Learning at the College of Holy Cross, USA.

Leticia Tomas Bustillos is Associate Director of the Education Policy Project with the National Council of La Raza. She has over 15 years of experience working across the education pipeline as an educator, researcher and advocate working to eliminate barriers and improving opportunities for underserved and underrepresented populations.