In anticipation of the historic and complicated issues facing the next Regular Session of the Legislature, TCCTA is updating its collection of Talking Points. Included are a host of constructive assertions our association makes when discussing pertinent issues with public officials. Members may find them useful in communicating with lawmakers while they are “at home” in the districts.
The Talking Points are designed for individualized and selective use by educators who may also possess expertise or interest in a particular topic. Talking Points on other subjects will be posted here soon.
As pointed out in the TCCTA Guide to Political Participation, Capitol insiders have long maintained that form letters and petitions are not nearly as effective as individually written correspondence from constituents. Members are encouraged to consult the Guide (under “Legislative Resources” at www.tccta.org) for useful strategies. The site also contains a convenient link to find out “Who Represents Me?”
IMPORTANT: Do not use college equipment, e-mail addresses, or stationery when communicating with state policy makers. Also, it is crucial to be constructive at all times when communicating with public officials. Be sure to thank them for their hard work on behalf of the people of Texas.
Background: Texas Higher Education Commissioner Raymund Paredes has testified repeatedly in legislative hearings that developmental education needs a “complete overhaul” because it “isn’t working.” One proposal includes shifting some “adult” students to Adult Basic Education, which would be administered by the Texas Education Agency. Pilot programs are currently being examined to determine the best funding strategy, including “non-course” approaches.
Talking Points on On Developmental Education
- Educators in the field report that the statistics gathered by the Coordinating Board are often confusing and difficult to interpret. Since TASP was replaced by TSI, each school has designed its own approach, making generalizations problematic if not impossible.
- Since the funding formula does not require that revenue generated by developmental education courses be spent on these courses, great variety exists statewide. Developmental education courses that receive adequate funding to hire talented faculty, and to provide necessary resources and training, are more successful.
- Legislators are urged to read published national studies on this subject carefully. Often a headline or caption can be very misleading. Furthermore, the most recent evidence may be missing.
In the absence of authoritative statistical data, legislators are urged to listen to impressive and countless anecdotes from community college students whose academic careers were saved dramatically by effective developmental education. - Teachers in the field are among the most creative, collaborative, and resourceful professionals in higher education. For a look at “best practices” currently being shared, please examine The Network, a resource provided by TCCTA and its partners, at www.txpod.org.
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