ABSTRACT
This chapter is a call for scholars to study remedial/ developmental education to better inform practice. Most work in this area either bemoans poor K–12 preparation or describes programmatic approaches to address so-called underpreparedness. We know that what we are doing is not working, but scholars have not explored important underlying factors. The reason that something so important has been studied to so little good effect has a great deal to do with the hierarchical fallacies discussed in chapter 5.
