Equality, Efficiency, and Developmental Education Reform: The Impact of SB 1720 on the Mission of the Florida College System

• Published in: Community college review Vol. 48; no. 1; pp. 55 - 76
• Main Authors: Nix, Amanda N., Jones, Tamara Bertrand, Brower, Rebecca L., Hu, Shouping
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2020; SAGE PUBLICATIONS, INC; Sage
• Subjects: Academic Accommodations (Disabilities); Acceleration (Education); Access to Education; Administrator Attitudes; Attitudes; Case Studies; College campuses; College Faculty; College Presidents; College students; Community Colleges; Community Relations; Computer Assisted Instruction; Costs; Education policy; Education reform; Educational Change; Efficiency; Equal Education; Equality; Focus Groups; Higher education; Institutional Mission; Public Policy; Remedial Instruction; State Legislation; Teacher Attitudes; Two Year College Students; Two Year Colleges; Florida; United States > US; community colleges; institutional mission; developmental education; qualitative research
• ISSN: 0091-5521; 1940-2325
• DOI: 10.1177/0091552119876327

Objective: Community colleges have long made higher education more accessible to students from diverse academic backgrounds, particularly those who are academically underprepared and require remediation. In light of developmental education (DE) reform, our article answers the following questions: How do campus personnel articulate the unique mission of Florida’s state colleges, formerly known as community colleges? Furthermore, how do they perceive the mandates of reform to have shaped their ability to carry out this mission? Method: This work is based on an embedded case study of 10 Florida College System institutions. Qualitative data were gathered between 2014 and 2018 from 544 college presidents, administrators, faculty, staff through 92 focus groups and 8 interviews. Results: Campus personnel strongly affirmed the mission of the Florida Colleges System as one of democratic equality. However, many were concerned that DE reform, namely Senate Bill 1720, prioritized efficiency over equality in the pursuit of cost savings. Specifically, participants expressed frustration that reforms accelerated DE coursework to an unmanageable pace and ignored the presence of a digital divide. Opinions of DE reform improved in the 4 years following implementation, but some concern persisted. Contributions: Our findings highlight the centrality of democratic equality to the community college mission for campus personnel. They also suggest that equality and efficiency need not always be opposing goals in education reform. Finally, they call into question social policy that universally promotes accelerated and computer-based courses without considering that some students may require accommodations.