Melissa and David,

For another perspective on the value of centralization vs decentralization in program administration, look to this article by:

Perin, D. (2002). The location of developmental education in community colleges: A discussion of the merits of mainstreaming vs. centralization. Community College Review, 30(1), 27-44.

Furthermore, look at these pieces as well which question the value of centralization:

Boylan, H., & Saxon, D. P. (2007). What works in remediation: Lessons from 30 years of research. Boone, NC: National Center for Developmental Education. Retrieved April 14, 2007, from

Grubb, W. N. (2001). From black box to Pandora's box: Evaluating remedial/developmental education. New York, NY: Columbia University Community College Research Center. Retrieved September 24, 2007, from

Schults, C. (2000). Institutional policies and practices in remedial education: A national study of community colleges. Washington, DC: American Association of Community Colleges. (ERIC Document Report No. ED447884)

In effect, success in a program is much more complex than how the program is structured, as David implies.

We are currently engaged in a study to explore this complexity. Hopefully we'll have some results by the
International Conference on Research in Access and Developmental Education in Puerto Rico as well as the fall conference of the College Reading and Learning Association.

David C. Caverly, Ph.D.
Professor, Dept. of Curriculum and Instruction
Texas State University - San Marcos
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On 5/31/08 9:19 AM, "Reedy, David" <[log in to unmask]> wrote:

Hi Melissa and List,
I am currently finishing my dissertation on graduation rates for adults who take developmental coursework on route to an associates degree. The best sources of information come from the National Center for Developmental Education ( <> ) under the direction of Dr. Hunter Boylan and the National Center for Education Statistics (

Dr. Boylan and staff assembled a review of information which came from Texas in the mid 1990's and published as What Works: Research-Based Best Practices in Developmental Education. This source provides some down and dirty answers to questions and systematic set up for the students in the 80's/90's. Even though it is slightly dated with the current instant or "I want it now/You owe me" generation of students we are seeing, it is vital that you use the information from here since it is the true research-base from which developmental education has continued to evolve.

NCES is immensely helpful since they gather and prepare information from across the nation. The following link discusses the institutional structure of developmental courses which may help you more directly if time is a major factor.

If you have the time to delve deeper, I urge you to do so since the nces site has many reports which Hunter and staff have fed into as well as information gathered from private and public, two-year, four-year, associate-PhD. level.

By the way, Rhodes State is an institution with a headcount of 3,500 and approximately 1,500 of them wanting to become nurses so we are two-year/technical in nature.

David Reedy, Director, The Learning Center at Rhodes State College, Lima, OH
NCLCA-VP & Co-Chair  Conference Memphis 2008   NCLCA.ORG

Date:    Fri, 30 May 2008 10:37:07 -0500
From:    Melissa Chandler <[log in to unmask]>
Subject: Developmental Education Departments

There seems to be a push at my institution for the developmental
courses to come under the departments instead of being its own
department. I would like to know the statistics related to how many
institutions have developmental departments and how many have the
developmental courses under the departments they relate to. Does
anyone know where I can find that information? Any comments about
which way is better?
Any information would be helpful. We are a small 2 year community college.

Thanks so much! This list has been and still is a great resource.
Melissa Chandler

Melissa Chandler
Developmental Specialist
Allen Community College
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