Remediation Is Badly Broken
Remediation should not be eliminated, writes Stan Jones, but its delivery needs to be transformed.
Remedial education and the instructors who provide it are critical to maintaining college access and increasing student success, but the traditional model deployed by most colleges and universities is badly broken. Complete College America’s call for reform is not about the total elimination of remediation. It is about transforming the system to ensure more students succeed.
The numbers are staggering: of the up to 60 percent of community college students who are assigned to remediation, 10 percent graduate within three years. Even given four years for a two-year degree, chances remain slim that these students will complete college. Further, 70 percent of students placed into remedial math never even attempt a college-level gateway course within two academic years.
These numbers -- which are provided by the campuses and states -- are indisputable evidence that we can no longer defend the status quo when it comes to remedial education. They are also a poignant reminder that we must not measure our success by whether students pass remedial education courses alone, but instead implement models that dramatically increase the number of students who pass gateway college-level courses and ultimately earn a degree. Doing any less would be to deny millions of Americans access to the one proven means to finding a well-paying job and entering the middle class -- a college credential.
In working with the 34 members of our Alliance of States, Complete College America has sought out the strategies and best practices that most effectively address these challenges. Most importantly, these innovations have been developed and implemented by college faculty who are passionately committed to student success.
The Accelerated Learning Program (ALP), developed by longtime community college English instructor Peter Adams, has doubled success rates for students, with 74 percent completing gateway courses in English in one semester. Likewise, the Structured Assistance program, developed by Tristan Denley when he was at Austin Peay State University, provides students who previously required remedial courses additional support in learning labs while they are enrolled in gateway college-level courses. The results have been astounding, with 78 percent of students successfully completing gateway courses in quantitative reasoning and 65 percent in statistics in a single term -- up from about 10 percent under traditional remediation models.
In these approaches, institutions are not eliminating remedial education, as some have suggested. Instead, they are shifting it from a prerequisite requirement to a corequisite, where students receive support while enrolled in the gateway courses. By delivering corequisite remediation alongside the college-level course, we eliminate attrition points -- the moments where students are most likely to fall out of the system -- and give remedial education instructors a framework in which many, many more of their students can succeed. We have found that it is not what happens in classrooms that is the problem -- but what happens from one semester to the next. Lengthening a student’s academic program by adding time and courses reduces the likelihood of their graduation. We are excited that innovators have found a way to solve the attrition problem without compromising the quality of instruction or lowering academic standards.
Around the country, efforts like corequisite remediation are gaining momentum. At a White House summit this past winter, 22 states made commitments to significantly increase the percentage of students placed into remedial education who complete gateway courses in one academic year. In addition, seven states have committed to scaling corequisite remediation statewide by 2015, ensuring that the majority of underprepared students in their states receive the academic support they need while enrolled in gateway courses.
These principles for reform are based on a recognition that our current system allows too many students to fall through the cracks -- students who want nothing more than an opportunity to chase their dreams and reach their full potential. Our work is not a devaluation of the extraordinary efforts undertaken by remedial education instructors, but a challenge for all of us to work together and empower their work with innovation and ingenuity.
At Complete College America, we believe -- and research has shown -- that far more students can succeed in college-level gateway courses than are currently placed into them. But we also know that such successes are dependent on additional support. Many students need remediation, but we have to deliver it in a way that is effective.
CCA supports any and all models that can show dramatic improvements in the number of students who successfully complete gateway math and English courses and ultimately earn a college degree. We look forward to continuing to work with faculty and higher education leaders from across the country to accomplish this critical goal.
Stan Jones is president and founder of Complete College America, a national nonprofit working to significantly increase the number of Americans with a college degree or credential of value and to close attainment gaps for traditionally underrepresented populations.
- New Complete College America data on remediation show progress
- States and colleges increasingly seek to alter remedial classes
- Florida's remedial law leads to decreasing pass rates in math and English
- Complete College America steps up remedial reform calls
- New Data on Remediation, and Proposed Fixes
- California community colleges' cautious experiment with accelerated remediation
- Early success for Colorado's broad set of remedial reforms
- Groups release principles for improving remedial education
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