Terms of endearment: words that define and guide developmental education.

Publication: Journal of College Reading and Learning

Publication Date: 22-MAR-05

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Although the issue of redefining the developmental education profession has been a constant in its history, the urgency to reexamine it has never been greater. As practice advances and changes, so must the language to describe it. A reexamination can be an opportunity to transform the work of the field, expand its borders, and redefine its essential role within postsecondary education. The developmental education profession has been identified by a variety of terms: academic preparatory program, remedial education, compensatory education, learning assistance, developmental education, and access program. This article argues that the field must articulate new language to help others better understand and support its efforts. New language may help professionals in the field recognize common goals and lead to more support for students and more effective positioning of programs to better meet institutional priorities.

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We live in a society that is awash in words and data fueled by the explosive growth of information sources through the Internet as well as the traditional print media of newspapers, newsletters, journals, and magazines. It appears that we are drowning in data and yet starving for meaningful knowledge. Several consequences have resulted from this growing pool of data.

The first is that different words begin to be used interchangeably, regardless of whether they mean the same thing. Sometimes words become so generically used that the original purpose becomes lost. How often have you heard someone ask for a Coke, when actually a Pepsi or another soft drink was desired? While this example is relatively harmless (except to the legal department at Coca Cola), precise language is needed to accurately differentiate objects and ideas. A current example within higher education is the too often interchangeable use of the following phrases: cooperative learning, collaborative learning, and learning communities. While each term shares common characteristics with the others, the precise meanings are quite different.

Rice (1980) argued that language often reflects the culture and confusion that exist within the culture. He exhorted educators to be precise in the use of language, especially in regard to technical vocabulary used to describe the education profession. In my previous writings, I have used some of the terms described in this article interchangeably. With my new position teaching history, I have devoted more time to the study of the history of the field that has been formally called developmental education. As I have studied this history, I have grown to appreciate the nuances and differences between the words and their historical meanings.

A second consequence for inappropriate vocabulary choice is that some words take on new and different meanings based on the agenda of a few individuals (Clowes, 1980; Rubin, 1987). Sometimes vocabulary becomes politicized by assuming a different meaning or value because a small group within society has affixed a positive or negative status with the word. This is most powerfully displayed by some policy makers at the local or state level who promote a negative stereotype of remedial education and compensatory education (Astin, 1998; Clowes, 1980; Higbee, 1993; Payne & Lyman, 1996). While these educational practices may have been embraced fifty years ago, during the present political climate there are some who advocate the elimination at the postsecondary level anything that is associated with those terms. Seven states have or are in the process of eliminating developmental education courses, such as Basic English or Study Skills, at the public four-year college level (Abraham & Creech, 2000, p. 11). Some even advocate for its elimination within public two-year colleges as well (McGrath & Spear, 1994). This controversy over the profession is certainly not new. Bridging the academic preparation gap has been a constant in the history of American higher education and that the controversy surrounding it is an American educational tradition (Brier, 1984, p. 2).

Individual words are important and need to be used properly. This article reviews the most commonly used phrases to describe the field and practice of developmental education. I advocate that rather than promoting the most politically acceptable term, the word choice should be governed by what is the most appropriate phrase that accurately describes the services, target student population, and purpose of the field. If we as educators cannot effectively articulate and communicate these words, we risk being defined by others.

The order used to list the terms is by chronological occurrence within the professional literature. I recognize that my use of "developmental education" may not be embraced by all professionals within this field and practice. For practicality of authoring, I selected it as the most recent of the accepted terms.

Academic Preparatory Programs

Beginning in the early 1800s, U.S. postsecondary institutions began to attract more college applicants with less academic preparation. Due to poor or nonexistent public education for these applicants, the colleges took on the role of providing an equivalent high school education program that contained core subjects such as English and mathematics. An early model for this program was established at the University of Wisconsin in 1849. It was called the Department of Preparatory Studies. During the early to mid 1800s it was common for one-half or more students admitted to public colleges across the U.S. to graduate from these preparatory programs. The Wisconsin model was eventually adopted at most U.S. colleges by the late 1800s (Arendale, 2002).

There was considerable diversity regarding the administration of these programs. Sometimes they were located on the college campus and were overseen by the corresponding academic departments. Other times they were physically housed within the community, but still under administrative control by the college. A later model was for the program to be located in the public high school. With this setting, the program often...

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