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It argues that lower collegiate performance is a symptom of structural neglect rather than a flaw in developmental education itself, and it highlights how inadequate funding, limited academic and non-academic supports, aging facilities, large classes, and teacher shortages shape outcomes. 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\nDEVELOPMENTAL EDUCATION  \nBARRIERS  \n[www.SouthernEducation.org](www.SouthernEducation.org)  \nTABLE OF CONTENTS  \nExecutive Summary4  \nIntroduction 6  \nPipeline to Developmental Education 10  \nWho is in Developmental Education? 13  \nWho Teaches Developmental Education? 15  \nOutcomes for Black Students in Developmental Education 17  \nExamples of Developmental Education at HBCUs21  \nRecommendations for the Future26  \nConsiderations for DE Policymakers & Funders 27  \nConsiderations for Institutions of Higher Education30  \nConclusions33  \nAuthor and Technical Reviewer36  \nReferences37  \nSOUTHERN EDUCATION FOUNDATION  2  \nThe Southern Education Foundation would like to thank the Andrew W. Mellon Foundation and the Texas Guarantee (TG) for their generous support of the Minority-Serving Institution Consortium for Innovation and Change: Developmental Education Initiative. We would also like to express our appreciation to Complete College America (CCA) for providing SEF with access to key data points that revealed the unique challenges encountered by students of color who are required to take developmental education. Last, but certainly not least, we would like to thank the two Historically Black Colleges and Universities who were active participants in this aspect of our project: Claflin University and Morgan State University. We appreciate your willingness to share your time, resources, and experiences, without which this initiative would have been impossible.  \nSuggested Citation for this Report  \nPreston, D. C. (2017) . Untold Barriers for Black Students in Higher Education:  \nPlacing Race atthe Center of Developmental Education. Atlanta, GA. Southern Education Foundation.  \n© 2017 Southern Education Foundation, Inc., Atlanta, Georgia. All rights reserved.  \nPrinted in the United States of America.  \nPortions ofthis work may be reproduced without permission, provided that acknowledgement is fully given to the Southern Education Foundation. Limited permission is also granted for larger portions to be reproduced by nonprofit and public agencies and institutions only, solely for non-commercial purposes so long as full acknowledgement to the Southern Education Foundation as the source is prominently given. Reproduction or storage in any electronic form for any commercial purpose is prohibited without the express written permission of the Southern Education Foundation.  \nSOUTHERN EDUCATION FOUNDATION  3  \nEXECUTIVE SUMMARY  \nIn our pursuit to advance creative and promising initiatives that enhance institutional  \npractices and student outcomes, the Southern Education Foundation’s MinorityServing Institution (MSI) Consortium for Innovation and Change focused their attention on significant barriers to completion in higher education for Black students. This mission is aligned with SEF’s broader commitment to identifying best practicesand proven interventions that may better assist low-income students and students of color. This report specifically addresses developmental education (also known as remedial education) approaches that serve as major barriers and, conversely, opportunities for success that are often overlooked and disproportionately affect Black students who gain access to higher education.  \nIn a utopia where all students have equal access to education, resources, and high quality teaching, developmental education (DE) would be unnecessary. However, this ideal state has yet to be achieved. There is considerable evidence that the educational trajectory of Black students is hindered by structural issues largely outside of their control, issues that include inadequate funding and all the circumstances associated with it, such as aging facilities, limited academic and non-academic support, large class sizes, and a limited pool of teachers equipped to address the unique challenges often confronted by under-resourced students. Upon their admittance ","cbCaihrBGptoS7gj","https://ap.wps.com/l/cbCaihrBGptoS7gj","pdf",1149934,"English","# Executive Summary\n# Introduction\n# Pipeline to Developmental Education\n# Who is in Developmental Education?\n# Who Teaches Developmental Education?\n# Outcomes for Black Students in Developmental Education\n# Examples of Developmental Education at HBCUs\n# Recommendations for the Future\n# Considerations for DE Policymakers & Funders\n# Considerations for Institutions of Higher Education\n# Conclusions\n# Author and Technical Reviewer\n# References","[{\"question\":\"What main barriers does the report identify for Black students in higher education?\",\"answer\":\"The report highlights structural issues that follow students into developmental education, including inadequate funding, aging facilities, limited academic and non-academic support, large class sizes, and a limited pool of teachers trained for under-resourced students.\"},{\"question\":\"Does the report blame developmental education for students’ struggles?\",\"answer\":\"No. It frames developmental education as a potential solution, stating that inadequate performance is a symptom of systematic neglect rather than developmental education itself.\"},{\"question\":\"What recommendations does the report emphasize for future developmental education practice?\",\"answer\":\"It emphasizes prioritizing DE quality and efficiency, ensuring appropriate assessment tools, and directing attention from cost alone to effective program design that supports Black students’ success and persistence.\"}]","Untold Barriers for Black Students in Higher Education - Placing Race at the Center of Developmental Education | PDF",1792057954,101]