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This study was designed to determine the composition of developmental education programs at two-year colleges today, the use of systematic evaluation of those programs, the relationship between selected factors and the institutions' satisfaction with their programs, and any changes in thess relationships over a ten year period.
The study replicates a portion of a National Center for Developmental Education study of developmental programs as of 1986. A version of their survey instrument was sent to 47 two-year colleges that currently offer both transfer and terminal associate degrees and that participated in the earlier study.
To determine the relationships, this study uses 2 x 2 frequency tables and compares the observed percentage of responses in each category to the expected percentages. The Pearson chi-square statistic was used to determine significant relationships (p $<$.005).
The study determined that use of systematic evaluation of developmental education programs has increased, but that the majority of two-year institutions still do not evaluate their programs. It determined there is a relationship between the institutions' satisfaction with their programs and the following factors: a written statement of purpose; professional development for administrators; a comprehensive program; conducting curriculum evaluation; and conducting systematic evaluation. Professional development was found to have a significant relationship.
The study determined that five factors were associated with programs changing from "not satisfactory" in 1986 to "satisfactory" in 1996: a written statement of purpose; tutoring, counseling/advising, a comprehensive program; and curriculum evaluation.
The study recommends five steps that administrators at two-year schools can take to ensure the composition of their developmental education program is similar to that of institutions reporting satisfaction with the results of their programs. These steps are: (1) develop and publish a written statement of purpose for the program; (2) provide professional development and training opportunities for program administrators; (3) formally evaluate tutoring and counseling/advising services; (4) formally evaluate the developmental education curriculum; and (5) provide a comprehensive developmental education program.