Abstract
Developmental education, as a course of study, has been a presence on US campuses of higher education since the opening of Harvard, and in the years that followed, many college and university administrators witnessed large proportions of students entering their institutions underprepared for college-level work—at times, unexpectedly. Today, developmental education is most often viewed as a function exclusive to two-year or community colleges; yet, as we have seen at some of the country’s most elite four-year colleges and universities, developmental education permeates all institutional types and has done so throughout the 400-year history of American higher education.
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Notes
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© 2014 Tara L. Parker, Michelle Sterk Barrett, and Leticia Tomas Bustillos
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Parker, T.L., Barrett, M.S., Bustillos, L.T. (2014). Introduction—The State of Developmental Education. In: The State of Developmental Education. Education Policy. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137367037_1
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DOI: https://doi.org/10.1057/9781137367037_1
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