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This study examines how Florida College System faculty perceived and experienced the reform’s passage and implementation, using focus-group data from 294 participants across 21 institutions between 2014 and 2019. Findings show faculty reported powerlessness and meaninglessness, key elements of policy alienation, tied to SB 1720, alongside localized opportunities for discretion and innovation. Despite alienation, faculty intensified efforts to support student success amid the changes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-perceptions-and-experiences-of-faculty-implementing-floridas-developmental-education-reform/603066/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-perceptions-and-experiences-of-faculty-implementing-floridas-developmental-education-reform/603066.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What reform does the paper focus on, and when did it begin?","Question",{"text":112,"@type":113},"The paper focuses on Florida Senate Bill 1720, which drastically changed developmental education beginning in fall 2014.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study measure faculty perceptions and experiences?",{"text":117,"@type":113},"It analyzes focus group data from 294 participants at 21 Florida College System institutions collected between 2014 and 2019.",{"name":119,"@type":110,"acceptedAnswer":120},"What main faculty reactions were identified regarding SB 1720?",{"text":121,"@type":113},"Faculty reported feelings of powerlessness and meaninglessness, described as two main components of policy alienation, though some also noted opportunities for discretion and innovation at the local level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603066,1792172268,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Perceptions and Experiences of Faculty Implementing Florida’s Developmental Education Reform  \nEducational Policy 2023, Vol. 37(4) 953–979 © The Author(s) 2021  \nArticle reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/08959048211058438](DOI: 10.1177/08959048211058438)[ ](DOI: 10.1177/08959048211058438)[journals.sagepub.com/home/epx](journals.sagepub.com/home/epx)  \nAmanda N. Nix 1, Tamara Bertrand Jones 1, and Shouping Hu 1  \nAbstract  \nFlorida Senate Bill 1720 drastically changed developmental education, beginning in fall 2014. This paper considers affected faculty members’perceptions and experiences with the passage and implementation of reform, according to focus group data provided by 294 participants at 21 Florida College System institutions between 2014 and 2019. We found that faculty members experienced feelings of powerlessness and meaninglessness—the two main components of policy alienation—related to the passage of SB 1720, with some reported opportunities for discretion and innovation ata local level. Despite feelings of alienation, faculty worked hard to facilitate student success through the changes.  \nKeywords  \neducation reform, faculty, higher education, policy implementation, qualitative research  \n1 Florida State University, Tallahassee, USA  \nCorresponding Author:  \nAmanda N. Nix, Center for Postsecondary Success, Florida State University, 1208G Stone Building, Tallahassee, FL 32306-4452, USA.  \nEmail: [anix@fsu.edu](anix@fsu.edu)  \nDevelopmental education (DE), also known as remedial education, is a form of postsecondary curriculum and instruction designed to help academically underprepared students become college-ready in the areas of reading, writing, and mathematics. Despite its longstanding presence at community colleges, there is a growing body of literature that questions the overall effectiveness of traditional DE (e.g., Bailey et al., 2013; Crisp & Delgado, 2014; Scott-Clayton & Rodriguez, 2015) . To improve student outcomes, the Florida Legislature passed Senate Bill (SB) 1720, which tasked all 28 Florida College System (FCS) institutions with drastically reforming statewide DE beginning in the fall semester of 2014. Following the passage of SB 1720, placement testing and DE were made optional for most groups of students, namely students who entered a Florida public school in 2003/04 or later and completed a standard high school diploma, as well as activity duty military personnel. The legislation also increased advising and academic supports and created alternative delivery methods for DE course material, including modularized, compressed, contextualized, and co-requisite course structures.  \nIn the time since 2014, these changes have significantly impacted the work ofFCS campus personnel, including faculty. For one, DE faculty had toredesign their courses to align with one or more of the modalities required by SB 1720. In practice, this meant finding ways to combine multiple levels of DE into one course, revising syllabi in accordance with an accelerated timeline (e.g., an 8-rather than 16-week schedule), and learning to implement new instructional software (Hu et al., 2015) . The legislation also affected the work of gateway faculty; many incorporated review content and revised instructional strategies within their gateway courses in response to diverse levels of student preparation (Brower et al., 2021; Hu et al., 2018) .  \nAlthough the literature is clear about the initial and ongoing actions faculty took in implementing SB 1720, very little is known about how faculty felt about the passage and implementation of DE reform. The same is often true of research on other higher education policies, where faculty perceptionsand experiences tend to be missing. Nevertheless, understanding faculty reactions is crucial, considering that perceptions and experiences can significantly influence the success of impl","cbCailUPVT6tgJ8Y","https://ap.wps.com/l/cbCailUPVT6tgJ8Y","pdf",455949,27,"English","# Abstract\n# Background and Purpose\n# Developmental Education Reform under SB 1720\n# Study Research Questions\n# Literature Review\n## Policy Implementation Research\n## Teachers as Policy Implementers","[{\"question\":\"What reform does the paper focus on, and when did it begin?\",\"answer\":\"The paper focuses on Florida Senate Bill 1720, which drastically changed developmental education beginning in fall 2014.\"},{\"question\":\"How does the study measure faculty perceptions and experiences?\",\"answer\":\"It analyzes focus group data from 294 participants at 21 Florida College System institutions collected between 2014 and 2019.\"},{\"question\":\"What main faculty reactions were identified regarding SB 1720?\",\"answer\":\"Faculty reported feelings of powerlessness and meaninglessness, described as two main components of policy alienation, though some also noted opportunities for discretion and innovation at the local level.\"}]","The Perceptions and Experiences of Faculty Implementing Florida’s Developmental Education Reform | PDF",1792095654,68]