Redrawing the Starting Line: An Examination of Adult Learners’ Outcomes Amid Developmental Education Reforms
In recent decades, policymakers and system leaders have steered community colleges towards placing most incoming students directly into transfer-level courses, a departure from the time-entrenched practice of developmental education which has often led to negative outcomes. However, the impact on adult learners, a critical demographic group to meeting workforce demands, have been overlooked in this narrative. Our brief examines how adult learners are faring with these reforms–uncovering a stark disparity that demands attention. Explore our findings where we unpack the triumphs and hurdles faced by adult learners amidst the recent developmental education reforms.
Key Takeaways
- Following a series of reforms to English and math placement and instruction in the California Community Colleges, the numbers and proportions of students attempting and completing transfer-level courses in these subjects in the past decade has grown substantially.
- Adult community college students who enroll in English and math courses now complete transfer-level courses in English at a similar rate as traditional-age students and are closing the gap in math.
- A smaller proportion of adults attempt and complete transfer-level English and math in their first year of credit enrollment compared with younger students, and this first-year completion gap is widening.
- Policymakers should acknowledge successes to date and continue monitoring to ensure equitable outcomes for students of all ages, enabling them to achieve their educational goals.
