| Developmental education was thrust into the political arena when the legislature mandated the Texas Academic Skills Program (TASP) in 1986. This qualitative study ascertained perceptions of Texas legislators toward developmental education. Seventeen members of the Senate committees on finance and education and the House of Representatives committees on appropriations and higher education were interviewed. Three major categories that emerged in data analysis were the cornerstone of the study: (a) basic knowledge about developmental education; (b) experiences and beliefs about developmental education that have influenced legislators' perceptions; and (c) role and future of developmental education in Texas.;There was no consensus on a definition, no uniformity of terminology regarding the scope for developmental education, and no consensus regarding the population served by developmental education programs. Participants expressed dismay that developmental education is needed. The majority felt that academically underprepared students are the result of the failure of public schools prepare college-bound graduates adequately. Nevertheless, participants agreed that, if needed, developmental education should be offered primarily at community colleges. No clear vision or goals were articulated by participants regarding the future of developmental education. Based upon their voting records regarding TASP, it was difficult to classify participants as being opponents, supporters or proponents of developmental education. Participants' values and beliefs about developmental education did not appear to influence their voting. With one exception, participants voted for all bills and amendments affecting TASP whether diluting or enhancing support for it.;Participants' basic knowledge of developmental education appeared very limited. Some were unaware of its existence. This lack of knowledge existed although various sources have been available to legislators. Most participants were unable to define developmental education or TASP. This inability made it difficult for them to discuss issues affecting developmental education. |
