From developmental to restorative
Developmental courses and community colleges
I believe we still have a problem with developmental education (sometimes referred to as remedial education) courses in community colleges. Meant to improve a student’s skills and chances of success in a credit-bearing, college-level program, developmental education courses are designed to develop the reading, math, or writing skills of students who are labeled “underprepared” for college level courses. Although there are those who support developmental education, placement into developmental education courses is problematic for several reasons, and among the most discussed reasons are the inaccuracies in assessment and placement.
The unintentional impact of placement in developmental courses is significant when we consider the time to graduate from a program. For example, one in four community college students who enroll in developmental education will complete a degree or certificate within eight years of enrollment in college, which leads to additional, unnecessary costs that contribute to more long-term student debt and lower life-long salary earnings.
As a result, many community college students must wait longer, as much as eight years, to secure a living wage. U.S. Bureau of Labor Statistics 2019 data estimates the annual median yearly earnings is roughly $46,000 per year, or $887 per week. In Mississippi, which has the lowest cost of living index, a living wage is only $46,000. And in Hawai’i, which has the most expensive cost of living, a living wage is $61,000 annually. We can debate about the different figures at the state level, but we cannot ignore the national and overarching inequity.
The annual cost for developmental courses is absurd. In 2016 the Center for American Progress estimated that the cost of developmental education for students and their families is almost $1.3 billion dollars, leaving community college students to grapple with significant financial, emotional, and social commitments.
Discussions and calls to reform developmental education are not new, and there has been some success in addressing issues of equity. Nonetheless, academic institutions may not be ready, nor willing in some instances, to eliminate developmental education courses.
Maybe, we are approaching developmental education incorrectly? Maybe, the current emphasis is too much on fixing the student when it should be addressing and repairing the harm that the developmental education courses and process creates?
We need a shift towards restorative justice to successfully address the inequities that the current model for developmental courses creates.
Susan Sharpe, author of Restorative justice: A vision for healing and change explains that restorative justice “reflects a belief that justice should, to the greatest degree possible, do [the following] five things”: 1. Invite full participation and consensus; 2. Heal what has been broken ; 3. Seek full and direct accountability; 4. Reunite what has been divided; and 5. Strengthen the community, to prevent further harms.
By taking the actions listed above, a restorative justice approach gives us more to work with. Through inviting various stakeholders we can create an environment that looks toward measurable and desired outcomes. For example, community leaders can discuss with students and faculty what they see are the immediate and long-term needs of their communities, from economic development to social justice. Students may discuss how they feel, or don’t feel, supported and what resources they believe they need to succeed in their professional and personal lives. Faculty and administration can be present to address how resources may be allocated, from new hires to support staff to events in and outside of the college. Policy leaders and politicians can be available to discuss how budget may be allocated from state and federal agencies.
With the purpose to heal what has been broken, then the focus of developmental education courses must shift from fixing the individual. The individual student does not need fixing, the educational system that underprepares students does. Until those system inequities are addressed, financial burden, as discussed earlier, perpetuates and recycles obstacles that students in developmental education courses face.
Accountability is key. It is a fundamental piece and it builds trust and support. All stakeholders must be present, and actively contribute, so that collectively we may see constructive and supportive efforts to prepare students to succeed in college, and apply those skills in the work they do.
An easy thing to do is blame community colleges. Don’t. Do not fault them for lack of resources. Community colleges are often significantly underfunded for all the amazing work and opportunities they provide. However, to be the catalyst for change, for improving from what we have in a stagnant meritocratic system, and we must shift towards a restorative justice approach and support community colleges with all the resources they need to accomplish this shift.
