Question.939 - 24. Case Study: Carranza, C., & White, W. G., Jr. (1997). Issues for discussion in developmental education-Part I. Case study 1: What is success? Research & Teaching in Developmental Education, 14(1), 57-70. Download Case Study: Carranza, C., & White, W. G., Jr. (1997). Issues for discussion in developmental education-Part I. Case study 1: What is success? Research & Teaching in Developmental Education, 14(1), 57-70. Please read the case study above and respond to the questions in the case study. Please include the following in your case study: Your name, date, and the assignment number with this submission. 1. Retype each question and then respond to the question. 2. References for your responses and a reference page; otherwise, you may plagiarize your work and receive a failing grade on the assignment. 3. Properly identify your assignment when you post it to Canvas. See your course syllabus for instructions.
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Week 12: Case Study: What Is Success? Denrick Lewis Grambling University DEED 622: Administration of Postsecondary Developmental Programs and Services Dr. Daphne E. Williams April 10th, 2023 Case Study: What Is Success? 1) Explain the purposes of the Act 911 Directors Association meetings? According to the information provided, the Act 911 Directors Association meetings serve several purposes, including granting professional development opportunities for program staff, sharing ideas and best practices, discussing important developments in governance and program implementation, executing the association's work through standing committees, and discovering hands-on experience?about state-level choices that have immediate consequences on the future of developmental education (Carranza & White, 1997). 2) Do the purposes justify the activity? Are there additional or more effective ways to accomplish the same goals? Based simply on the facts provided, it is challenging to determine if the aims of the Act 911 Directors Association meetings justify the activity. The findings, however, indicate that the sessions are vital for professional growth and communication between program directors and the state department. It is likely that there are other or more successful ways to attain these objectives, but without more information, making a firm judgment is difficult. 3) What suggestions would you make to the association or the department of higher education that would result in more effective communications among programs and between the programs and the state department? Considering the case study, some of the suggestions to improve communication between the programs the state department could contain more punctual and clear delivery of instructions and guidelines, in accordance with increased opportunities for feedback that gives equitable opportunity for all the stakeholders to voice their opinion and input from program directors and additionally initiate collaborative operational model between the state department and program directors in decision-making processes. 4) What do you think of the plan to regulate the analysis of data? What advantages are here for programs? What disadvantages? The strategy to govern data analysis offers both benefits and drawbacks for educational programs. While, the availability of data on student outcomes can assist programs in identifying areas for improvement and developing methods to improve student retention and success rates. (Wright & Padilla, 2010). The use of computer technology to examine and regulate the data can also help identify trends and patterns that aren't always visible. However, the emphasis on quantitative measurements of success, such as retention rates, may push programs to prioritize these metrics above other vital parts of education, including?critical thinking, creativity, and personal development. (Kincheloe, 2005). Furthermore, the potential of diminished financing may foster a fear and anxiety culture among educational professionals, resulting in a lack of innovation and risk-taking in program creation. (Hirsh, 2012). 5) Do you agree with the commissioners definition of success? What factors does this definition ignore? The commissioner's definition of "success" as a measure of program efficacy based simply on freshman-through-sophomore retention rates overlooks other significant aspects that contribute to a student's total educational experience and achievement (Carranza & White, 1997). For example, the criteria excludes students who transfer to other schools, take a gap year, or drop out for reasons irrelevant to the quality of the program. (Chen, 2020). Furthermore, the definition does not take into account the significance of socioeconomic variables in affecting student performance, including availability of resources and support networks. (Harper & Harris, 2012). A more thorough definition of success would consider a variety of metrics, including but not restricted to retention rates, to present a full picture of program efficacy. 6) Education in general, and developmental education in particular, is often under fire, victim of the latest criticism or the most recent fad. Is this challenge just another example of such a passing phase? How is it different from past challenges? The developmental education dilemma is not a fleeting phase, but rather a long-standing one that demands attention. According to a Lumina Foundation assessment, developmental education has been a source of contention for decades, with complaints ranging from its efficacy to its high cost and low success rates. (Lumina Foundation, 2012). The current problem differs from previous ones in that it occurs during a period of heightened emphasis on responsibility and results in education. This problem necessitates a fresh strategy that takes into consideration the changing educational landscape as well as the aspirations of policymakers and stakeholders. 7) Since the commissioner's job is a political appointment, does it make sense to just ride this latest crisis out and hope for a better advocate after the next election? Defend your position. It makes no sense to wait for a stronger champion after the next election to ride out the current situation. Students, instructors, and institutions will be affected immediately by the commissioner's judgment. Delaying action will simply compound the situation and make future solutions more difficult. Rather, the Directors Association should be proactive in its efforts to educate legislators, stakeholders, and the general public about the importance of developmental education and the issues that at-risk kids confront. This strategy will aid in the establishment of support for developmental education and ensure that it stays a priority for policymakers and stakeholders. 8) How might the Directors Association turn this latest challenge into an opportunity? By leveraging this current issue as a catalyst for change, the Directors Association can convert it into an opportunity. This challenge gives a chance to talk with policymakers and stakeholders about the value of developmental education and the issues that at-risk kids encounter. The Directors Association may embrace this opportunity to increase support for developmental education, lobby for legislation that helps at-risk children, and create creative methods for solving these students' issues. The Directors Association, through adopting a proactive approach, may assist in ensuring that developmental education remains an important concern for policymakers and stakeholders and that students have the support they require to flourish. 9) What do you think of the idea of hiring an educational advocate? Hiring an educational advocate to influence legislation and win money is a frequent practice among educational groups, particularly those in the K-12 sector. Advocacy activities have been proved in research to be beneficial in effecting policy change, and employing an advocate can boost an association's success rate in gaining financing (Berkowitz, 2018; DeBoer, 2014). As a result, appointing an educational advocate for the Directors Association is a possible solution to the current situation. 10) How should this individual be paid? Would there be legal issues if funds were used from Act 911 budget appropriations for this purpose? The pay of the educational advocate might be financed by a suggested gift from each program, as offered by the political action committee. However, if monies from Act 911 budget allocations were utilized for this purpose, there may be legal difficulties; the monies given under Act 911 are designed for certain developmental education goals, and utilizing them for other reasons might be considered theft of public funds (Berkowitz, 2018). As a result, it is prudent to seek legal guidance to confirm that the use of Act 911 funding for this purpose is legal. 11) What kinds of qualifications would you want this person to have? Write a job description for this position? The educational advocate should be well-versed in the state's political environment, policy-making process, and educational financing methods. They should have prior expertise in educational advocacy or policy development, in addition to tracking the record of successful advocacy initiatives. Because they will be working directly with state lawmakers, policymakers, and educational institutions, the educational advocate must have good communication and interpersonal skills. They should also be well-versed in the difficulties and possibilities that community colleges and developmental education face. This position's responsibilities might involve monitoring legislation and policy improvements, developing and implementing advocacy strategies, establishing connections with policymakers and stakeholders, and providing frequent information to the Directors Association on relevant issues (Berkowitz, 2018; DeBoer, 2014). 12) The research and publishing committee had set a particular purpose of investigating the impact of Act 911, creating papers that describe the value of the programs, and disseminating information to key audiences. To achieve this broad purpose, the group outlined four objectives: a) Investigating the issue, "What is a reasonable standard against which we should be measured?" b) creating a "family of publications" on educational issues and benchmark statistics relevant to Act 911; c) strengthening current reporting forms and procedures; and d) maintaining suitable channels of communication between all concerned groups, including the department of higher education, the legislature, their own institutions, and advisory boards (Lester, 1994, p. 27). 13) Which actions of the research and publications committee can help to support the goals of the political action committee? The research and publishing committee's actions that can assist support the political action committees aims include generating studies that describe the value of the programs and releasing information in a timely manner to relevant populations. By creating and disseminating reports, the committee may give useful information to the political action committee to help them promote and campaign for the Act 911 initiative (Lester, 1994, p. 27). 14) How might each program's advisory board be of assistance in promoting the benefits of the Act 911 Program on their campuses? Why is it important to have the support if the institutional leadership even when developmental education programs receive state or federal funding? The advisory boards for each program may help promote the advantages of the Act 911 program on their campuses by offering feedback and recommendations on how to enhance the program to better suit the requirements of the students. Even when developmental education programs get state or federal financing, institutional leadership support is vital because it may assist guarantee that the program is effectively executed and sustained over time. Institutional leadership may also assist acquire extra financing and resources for the program, in addition to raising awareness of its significance (Lester, 1994, p. 28). 15) What proposals would you present to Mr. Gantt about the kinds of data analysis these programs needed from him? How can directors use the information to give fair, even positive, interpretation of student and program outcomes? Aside from assuring that the data show programs in their best possible light, how might directors use this same data to help them improve their programs? Proposals for data analysis that can be provided to Mr. Gantt include doing a full review of the impact of Act 911 on student retention, graduation, and transfer rates. Directors can utilize this data to provide a fair and positive assessment of student and program results by emphasizing the program's accomplishments and the positive influence it has on students. Furthermore, directors may utilize this data to assist them enhance their programs by identifying areas for development and establishing plans to address them (Lester, 1994, p. 29). 16) What additional suggestions would you make for reporting the outcomes and achievements of programs? What can you suggest that will assure that qualitative information is taken seriously? It is critical to incorporate both quantitative and qualitative data in reports to enable that qualitative information is considered seriously when reporting program results and successes. Qualitative data may add context and depth to quantitative data, allowing for a comprehensive view of the initiative's effectiveness. Furthermore, it is critical to obtain qualitative data using suitable data gathering methodologies. This might include surveying, interviewing, or holding focus groups with program participants and stakeholders, in addition to collecting observational data. likewise, program personnel and stakeholders must be included in the data collecting and analysis approach to ensure that their views and ideas are included in the reports (Jensen & Reichl, 2021). 17) Besides the student leadership conference, what are some ways to involve students in the cause, both locally and statewide? Locally and statewide, there are various methods to include kids in the cause of lobbying for Act 911 and associated initiatives. Forming student advisory groups at each institution that participates in Act 911 initiatives is one solution. These committees might give program directors and other stakeholders with comments and ideas on how to enhance these initiatives to render them more effective for students. Another possibility is to arrange town hall conferences or other events wherein students may express their thoughts and concerns regarding Act 911 activities. These events might take place at individual universities or at the state level, and students from all sorts of institutions that engage in Act 911 programs could attend. Subsequently, social media channels such as Twitter and Instagram might be leveraged to launch a student-led advocacy campaign to raise awareness of the importance of Act 911 programs and their impact on students. (Berkowitz & Schaeffer, 2019). 18) Since community colleges would have the highest risk of not meeting the returning-student standard, what strategies would you suggest to help them maintain their current funding? Strategies such as creating a coalition of community colleges to fight for the particular needs and concerns of their student populations might assist community colleges keep their existing funding. This coalition might collaborate to create new criteria for gauging program effectiveness that account for the particular obstacles that part-time and returning adult students encounter. Furthermore, community colleges might collaborate with other institutions and organizations to give students with extra resources and assistance, such as academic and financial counseling. Community colleges might try to improve their exposure and impact by creating relationships with local companies and community organizations, that could help illustrate the value of a community college degree to a broader audience (Bailey, Jenkins, & Leinbach, 2015). 19) What is the rest of the story? Write your own ending. The Directors Association worked carefully throughout the year to achieve their aim of investigating the impact of Act 911 and generating reports to communicate the relevance of the programs. They had fruitful sessions, exchanging ideas and plans for strengthening reporting forms and procedures and keeping in touch with affected groups. They also made headway in addressing community college and other disadvantaged groups' concerns by creating coalitions and fighting for more flexible metrics of success. The Directors Association was able to illustrate the value of Act 911 and the great impact it was having on children across the state thanks to their work. Their studies and publications were widely circulated and well-received, resulting in increasing public and policymaker support for the initiative. As a consequence of their accomplishment, the Directors Association was able to acquire extra financing for Act 911 and reach out to even more deserving youngsters. Their initiatives inspired similar attempts to enhance student performance and boost access to higher education in other states and programs. Looking back on their journey, the Directors Association members were pleased of what they had done and appreciative for the chance to collaborate toward a shared objective. They were aware that there would always be obstacles ahead, but they were certain that by continuing to work and push for student achievement, they would be able to overcome any hurdle and make a genuine impact in the lives of countless students. References Bailey, T., Jenkins, D., & Leinbach, D. (2015). Community college mission and performance: New evidence from the Community College Survey of Student Engagement. Community College Review, 43(2), 91-113. Berkowitz, B. (2018). Advocacy for K-12 Education: How to Influence Policymakers and Build Successful Advocacy Campaigns. Routledge. Berkowitz, B., & Schaeffer, M. (2019). Using social media effectively in the classroom: Blogs, wikis, Twitter, and more. New York, NY: Routledge. Case Study: Carranza, C., & White, W. G., Jr. (1997). Issues for discussion in developmental education-Part I. Case study 1: What is success? Research & Teaching in Developmental Education, 14(1), 57-70. Chen, X. (2020). Transfer and mobility: A national view of student movement in postsecondary institutions, fall 2011 cohort (Signature Report No. 18). National Student Clearinghouse Research Center. DeBoer, D. D. (2014). Advocacy and Educational Policy: A Strategic Approach. Sage Publications. Harper, S. R., & Harris, F. (2012). Toward a conceptual framework for understanding Black student success in postsecondary education. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 27, pp. 433-482). Springer. Hirsh, S. (2012). The ethics of accountability in higher education. In C. M. Orr & D. D. Dant (Eds.), Accountability in higher education: Global perspectives on trust and power (pp. 53-72). Routledge. Kincheloe, J. L. (2005). Critical pedagogy primer. Peter Lang Publishing. Wright, V. H., & Padilla, A. M. (2010). The law and higher education: Cases and materials on colleges in court. Routledge. Hitt, L. (2014). Policy advocacy in education: The role of social and political context. New Directions for Higher Education, 2014(165), 3546. https://doi.org/10.1002/he.20097 Jenkins, D., & Cho, S. W. (2012). Get with the program...and finish it: Building guided pathways to accelerate student completion. CCRC Working Paper No. 34. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/get-with-the-program-and-finish-it-building-guided-pathways-to-accelerate-student-completion.pdf Jensen, E., & Reichl, J. (2021). Evaluating programs: A practical guide for educators of all levels. New York, NY: Routledge. Lester, J. (1994). Meeting the challenge of developmental education: planning, implementation, and institutionalization of the Act 911 program in Arkansas. Fayetteville, Ark: Arkansas Department of Higher Education. Lumina Foundation. (2012). Beyond basic skills: State strategies to connect low-skilled students to an employer-valued postsecondary education. Retrieved from https://www.luminafoundation.org/files/resources/beyond-basic-skills-state-strategies.pdfMore Articles From Research
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