ERIC ED448811: Remedial Education: Practices and Policies in Community Colleges. Research Brief.

15 Pages·2000·0.39 MB·English

by  ERIC

DOCUMENT RESUME
ED 448 811
JC 010 082
AUTHOR
Shults, Christopher
TITLE
Remedial Education: Practices and Policies in Community
Colleges. Research Brief.
INSTITUTION
American Association of Community Colleges, Washington, DC.
REPORT NO
AACC-RB-00-2
PUB DATE 2000-00-00
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DESCRIPTORS
*Community Colleges; Educational Policy; Institutional Role;
*Remedial Instruction; *Remedial Programs; *School Surveys;
Two Year Colleges
IDENTIFIERS
*American Association of Community Colleges
ABSTRACT
This research brief discusses the results of a study
concerning the role of community colleges in providing remedial education.
The study, conducted by the American Association of Community Colleges,
examined institutional policies and practices found in community colleges,
covering such issues as assessment of college-preparedness and placement,
provision of contracted remedial courses to business and industry, computer
use in remedial classes, and salient descriptions of the students and faculty
involved in remedial education. An analysis of the responses shows that an
average of 36 percent of students new to higher education in fall 1998 were
enrolled in at least one remedial course. Results from this study indicate
that institutional policies on remediation, for the most part, are mandated
at the institutional level. The majority of institutions indicated that
policies on mandatory assessment, credit offered for remedial courses, and
cutoff scores for placement tests are set by the institutions. The majority
of the institutions limited remedial class sizes, used technology in courses,
and required mandatory assessment and placement of students in remedial
courses--all of which have been identified through research studies as
important factors in helping students prepare for college level courses.
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AACC Research Brief
Remedial Educationa Practices and
Policies in Community Colleges
JC# 010082
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2
AMERICAN ASSOCIATION ;
COMMUNITY COLLEGES
Remedial Education: Practices and
AACC-RB-00-2
Policies in Community Colleges
By Christopher Shults
EXECUTIVE SUMMARY
the knowledge
he American Association of Community Colleges (AACC) conducted a study to expand
examined insti-
base concerning the role of community colleges in providing remedial education. The study
of college-
tutional policies and practices found in community colleges, covering such issues as assessment
preparedness and placement, provision of contracted remedial courses to business and industry, computer
salient descriptives of the students and faculty involved in remedial education.
use in remedial classes, and
An analysis of the responses yielded these findings:
Seventy-six percent of the institutions awarded
An average of 36 percent of students new to
only institutional credit for remedial courses.
higher education in fall 1998 were enrolled in at
least one remedial course.
More than 95 percent of responding institutions
use computers in at least one remedial subject
The majority (75 percent) of institutions requir-
ing assessment for all students also require
area.
placement into remedial courses.
Nearly half (45 percent) of institutions provide
contracted remedial education courses to
Remedial courses are housed by subject area in
business and industry.
61 percent of the institutions.
Percentage of Institutions Offering
FIGURE 1
Remedial Education by Subject Area
100
90
80
70
Do
60
50
0
40
30
20
10
0
Remedial
Remedial
Remedial
Remedial
Remedial
Remedial
ABE
ESL
Science
Writing
Reading
Math
3
Background
specific policies. The survey instrument was mailed
to more than 1,100 community colleges; nearly 40
Community colleges have long been proponents
percent returned completed surveys to AACC.
of open access to higher education regardless of aca-
In addition to providing descriptive informa-
demic preparation. Due to this open-door policy,
tion, the survey responses were further analyzed by
community colleges have frequently served students
geographic region and by urbanicity. Differences
deemed insufficiently prepared for college-level
were found in the response rates of institutions rep-
courses. However, the policies and practices specific
resented in the sample and U.S. community col-
to remedial education, implemented by the colleges
leges by geographic region. Institutions in the
to help students reach college-preparedness, vary as
Southeast make up approximately 23 percent of
much as the missions of community colleges. Some
community colleges in the United States; however,
institutions have locally mandated policies specific
they represented nearly 30 percent of institutions
to remediation, while others have their policies
responding to the survey. Differences also were
mandated by the state. Since these issues are often
found in the location of institutions in the sample
dealt with on a state or local level, there is limited
as compared with the nation's community colleges.
information available from a national perspective. In
Institutions located in either mid-size cities or large
an effort to fill this information gap, the American
towns represented roughly one-third of institutions
Association of Community Colleges (AACC) devel-
in the sample (32 percent), but only 28 percent of
oped a survey to examine, from an institutional
community colleges nationally are located in mid-
level, the offering of remedial education in commu-
size cities or large towns. Because of these differ-
nity colleges nationwide.
ences between the institutions in the sample and
U.S. community colleges overall, the respondents
Methodology
to the survey cannot be viewed as a nationally rep-
resentative sample. Therefore, caution is recom-
Two
reports served as important backdrops for the
mended in using the information from this study
development of the current study. These were the
for comparative purposes.
Postsecondary Education Quick Information
Offering of Remedial Education
Survey (PEQIS) Report on Remedial Education
by the National Center for Education Statistics
Every
(NCES, 1996) and the 1998 Commonwealth of
college in the survey offered at least one
Massachusetts Community College Developmental
remedial course. None of the remedial subject
Education Committee's study on remedial education.
areas, however, was offered by all the colleges
The goal of the AACC study was to provide
(Figure 1, page 1). Math, reading, and writing were
national data on the policies and practices concern-
offered by 94-96 percent of the institutions, while
ing remedial education in community colleges. A
science, English as a second language (ESL), and
survey was developed specifically for community col-
adult basic education (ABE) were offered by less
leges and was directed at such issues as contracted
than half of the institutions.
training, limitations on course taking, and course-
BEST COPY AVAILABLE
4
AACC/Remedial Education
2
Students
er education were enrolled in remedial courses.
The region with the highest percentage of students
nstitutions reported varying percentages of the
new to higher education in remedial education was
total student population enrolled in remedial cours-
the Mid East. Results indicated that half the insti-
tutions in the Mid East had more than 46 percent
es. Participation ranged from 1 percent to 80 per-
cent of the institution's total population. The
of such students enrolled in remedial courses.
majority of institutions, however, reported that less
This survey asked institutions to state the aver-
than 20 percent of their total student population
age number of credit hours and courses taken in
was enrolled in remedial courses. Location of the
remedial education over a student's academic
institutions had an impact on remedial enrollments:
career. The reported average of credit hours taken
half the institutions in large cities had at least 27
in remedial coursework ranged from 2 to 30, with
percent of their population in remedial education.
one institution reporting an average of 41. The
The percentage of students taking remedial classes
number of remedial courses taken ranged from 1 to
was also examined by region. The highest percent-
10 with one institution reporting an average of 20
age of students enrolled in remedial courses by
courses. Half the institutions reported averages of
region was in the Southwest. The majority of these
less than 7 credit hours and fewer than 2 courses
institutions reported that at least 27 percent of
taken in remedial education. Because institutions
their student population was taking at least one
were asked to provide averages, it is difficult to
remedial course.
interpret how individual students use remedial edu-
The percentage of students new to higher edu-
cation. Relying solely on the average credit hours
cation enrolled in remedial education was even
and courses taken in remedial education could be
more varied, ranging from 0.5 percent to 95 per-
misleading, since the average could include stu-
cent. Half the institutions in this survey reported
dents who need a single course in remedial math to
that more than 36 percent of students new to high-
achieve college-preparedness and those who take
Faculty Teaching Remedial and College-Level Courses
FIGURE 2
by Institution Type and Employment Status
Independent Colleges
Public Colleges
100
,7,
90
--1
,
80
ir
.
(7.','"
70
...1...
60
-i.,
rr
-
eg.
...
50
40
..
_ .
........
.,..,
o-
"1....it
.
30
44110p9Pig
.
20
--,
-".
'--
10
't
o
0
Faculty Teaching
Faculty Teaching Faculty Teaching
Faculty Teach ng
Remedial Courses
College-Level Courses
Remedial Courses College-Level Courses
Full-time Faculty
Part-time Faculty
C]
3
AACC/Remedial Education
many courses in various levels of remedial math,
were full-time (Figure 2, page 3).
reading, and writing to achieve college-prepared-
The majority of part-time and full-time
ness. Further, the average credit hours and courses
instructors who taught remedial courses taught col-
taken in remedial education does not address the
lege-level courses concurrently; however, a higher
amount of remedial coursework needed, as a student
percentage of full-time faculty in independent col-
may not complete all courses required for college-
leges taught only remedial courses. Twenty percent
preparedness.
of institutions required that full-time faculty pos-
sess training specific to remediation before teaching
Faculty
remedial courses, and 17 percent had such a
requirement for part-time faculty.
In
academic year 1996-97 independent two-year
Assessment/Placement
colleges had more full-time faculty (76 percent)
than part-time faculty, while public community col-
Assessment
leges had a majority of part-time faculty (66 per-
and placement of students into reme-
cent) (Philippe and Patton, 2000). For this reason,
dial courses is one of the most debated aspects of
results concerning faculty are presented here by con-
remedial education. Results from this study indi-
trol of institution. The ratio of full-time to part-time
cated that 58 percent of the institutions required
faculty teaching remedial courses among respondent
assessment for all students. The institutions used
institutions did not deviate greatly from the overall
a variety of criteria to exempt students from
ratio found in community colleges. Independent col-
required participation in assessment testing.
Among institutions exempting students from
leges in this survey reported that 60 percent of facul-
ty teaching remedial education were full-time, and
remediation, the most frequently reported exemp-'
public community colleges reported that only 33
tion was college entrance exam scores (76 percent).
Other exemptions reported by the institutions
percent of the faculty teaching remedial education
Exemptions from Required Assessment Testing
FIGURE 3
80
0
70
60
L'icu
0.0
iz
50
40
Sin
30
° 20
b.0
10
12
a)
0
Statewide High
High School
College
Advanced Transfer
Other
School Exam
Entrance Exam
Status
Placement Scores
GPA
6
4
AACC/Remedial Education
FIGURE 4
Remedial Classification of ESL and ABE Courses
70
60
50
40
30
20
10
0
ESL Course Classification
ABE Course Classification
el Always as remedial
Sometimes as remedial g Never as remedial
included high school grade point average (GPA),
require placement, 65 percent indicated that the
statewide high school exam, advanced-placement
policy was set locally and 33 percent indicated that
(AP) scores, and transfer status (whether the stu-
the mandate
set by the state.
was
dent had transferred from another institution)
Location of Remediation
(Figure 3, left).
Institutions responding to this survey used a
Institutions
variety of methods to assess students for place-
use a variety of organizational adminis-
ment/advising purposes. The most commonly
trative structures to provide remedial education
reported methods were computerized assessment
courses. Community colleges offer remedial cours-
measures (63 percent of institutions) and paper-
es in one of three ways: by subject area, through a
and-pencil assessment measures (60 percent of
separate department, or through one academic
institutions). Additional methods reported were
department, such as English. Sixty-one percent of
college entrance exams (36 percent of institutions),
institutions reported that remedial courses were
institutionally developed measures (24 percent of
offered within their respective subject areas, 25
institutions), and state-developed measures (16 per-
percent reported offering remedial courses in a sep-
cent of institutions). Seventy-seven percent of the
arate remedial department, and 13 percent reported
institutions set the cutoff scores on assessment
that courses were offered through one academic
measures, while the remainder (23 percent) had the
department.
cutoff scores set by the state.
This study also investigated how colleges classify
As mentioned above, the majority of institu-
their ESL and ABE courses. The majority of institu-
tions (58 percent) mandate assessment of all stu-
tions surveyed do not classify ESL or ABE courses
dents, and 75 percent of these require placement
as remedial. Fifty-three percent of the institutions
based on the testing. Of those institutions that
indicated that ESL courses were never classified as
AACC/Remedial Education
5
BEST COPY AVAILABLE
remedial and 67 percent indicated that ABE
levels in math offered by colleges is three, students
courses were never classified as remedial (Figure 4,
who have trouble with basic arithmetic would need
page 5).
multiple levels before they would be prepared for
The majority of respondent colleges house
college-level math. Similarly, several levels of ESL
their ESL and ABE courses in departments sepa-
courses are required. Students taking ESL courses
rate from their remedial offerings; ABE courses are
range from those who are underprepared in their
typically offered through a noncredit department.
own language to those who need minimal course-
work to gain command of the English language.
Levels
Institutions located in large cities tended to have
more levels of remediation; however, urban institu-
There is a wide variety of needs in remedial edu-
tions also typically had higher enrollments than
cation, from students who need a "refresher"
colleges located in nonurban areas. Of the institu-
course to those who may require multiple courses
tions offering remedial education, half offered
to achieve college-preparedness. The number of
more than three levels of remedial math, two levels
levels offered across the institutions ranged from a
of remedial reading, two levels of remedial writing,
low of 1 level in various subjects to 16 levels of
one level of remedial science, three levels of ESL,
math and ESL. Although the median number of
and two levels of ABE.
Type of Credit Offered by Subject Area
FIGURE 5
100
mgamenr
NT,PZ
.
90
....
80
.________
^
k.
...
L.-a.
70
.2
.5
ft,
' .0-...,,+.-
;30.:
I
,
z.fs.,.., ,
,4
-t
...,,,
.
60
17;
-. ;`:
50
=.4.
0 --
;
;,,.
40
^,,..."
....-
-,,-
0
%7.
30
.,
ir-d
*
20
",-0
0!
4
rarer,
,,
AZ.
V.q
10
,Tr-
,,Cp.:;,-
. ,Art
-,.:54'7?* olt
0
l
i
i
1
I
Remedia
Remedial
Remedial
Remedial
Remedial Remedial
Writing
Math
Reading
Science
ESL
ABE
Institutional credit 0 No credit
Multiple types of credit
Degree credit
Credit Type
Credit policies were examined at an institutional
level and by subject area. The majority of institu-
Students in remedial courses may receive no
tions (76 percent) offered institutional credit for all
credit, institutional credit (credit recognized by the
courses, 5 percent offered degree credit only, and 5
college and counted toward financial aid, but not
percent offered no credit (noncredit or continuing
toward graduation), or credit toward a degree.
education). The remaining institutions (14 percent)
8
AACC/Remedial Education
6
BEST COPY AVAILABLE
Jackson & Saxon, 1995), remedial courses tend to
offered multiple forms of credit, including degree
have smaller enrollments than college-level courses
and institutional credit (6 percent) and institutional
because of an increased need for individual atten-
and no credit (5 percent).
tion. In this study, remedial math courses had the
The percentage of institutions offering institu-
tional credit in remedial math, reading, and writing
highest median class size (25) of all subject areas
(Figure 6, below).
courses was consistent with institutional policies, as
Nearly two-thirds of the institutions (65 per-
75-77 percent of colleges offered institutional cred-
cent) in this study reported having institutional
it across these subject areas. However, an examina-
policies that limit class size. Of these, nearly three-
tion of the percentage of institutions offering mul-
quarters (73 percent) reported having a policy
tiple forms of credit across courses revealed some
specific to remedial courses. The vast majority of
variation. Fourteen percent of institutions indicated
institutions with class size limitations (95 percent)
that multiple forms of credit were offered for reme-
reported that the state did not mandate class size
dial courses in general, yet only 3-6 percent of col-
policies. Institutions in only one state reported
leges offered multiple types of credit within each
having such mandates.
subject area. For example, a college might offer no
credit for ESL courses and offer full credit toward
Institutional Limits
a degree for the remainder of the courses offered as
remedial education (Figure 5, left).
Institutions
have received increased pressure in
Class Size
recent years to limit the number of times a student
may enroll in remedial courses or the number of
According
times the student may enroll in one course. In
to the National Center for
addition, there is a limit to the amount of federal
Developmental Education (Boylan, Bonham,
Median Class Size by Subject Area
FIGURE 6
Remedial
Remedial Remedial Remedial Remedial
Remedial
Writing
Science
Math
Reading
ESL
ABE
9
AACC/Remedial Education
7
Methods of Exiting Remediation
FIGURE 7
100
E 90
2
80
_
70
v,
60
-
50
4=
40
30
a)
20
10
a)
0-
0
Completion of
Student
Exit
Retaking of
Other
Exam
Evaluation
Course
Assessment Test
aid a student can receive for remedial education.
retake policy was institutionally imposed.
Results from this study found that 23 percent of
The survey also examined whether students
institutions use various methods to limit students in
were permitted to take college-level courses while
taking remedial courses. Twenty percent of institu-
enrolled in remedial courses. Ninety-nine percent
tions that limited remediation did so by increasing
of institutions reported that students could take
tuition after multiple attempts, 32 percent by
college-level courses not related to a degree/certifi-
restricting students from taking additional remedial
cate program while in remedial courses. Sixty per-
courses, 30 percent by ending nonfederal funding,
cent of those indicated that students could take
and 19 percent by other methods (such as limiting
these courses only "under certain circumstances."
attempts or semesters). Of those institutions that
Ninety-nine percent of institutions also indicated
did set limitations, 45 percent did so by state man-
that students could enroll in degree/certificate pro-
date and 54 percent by institutional policy.
gram courses while taking remedial courses, but 49
Another type of limitation employed by institu-
percent of institutions allowed concurrent enroll-
tions is a restriction on the number of times a stu-
ment only "under certain circumstances."
dent can take the institution's remedial assessment
Exiting Remedial Coursework
test. The majority of institutions (83 percent)
allowed students to retake the assessment test, but
The
more than half of those (58 percent) limited the
majority of institutions (56 percent) used more
number of retakes to one or two. A substantial
than one measure to assess whether students were
number (42 percent) reported other types of limits,
prepared to leave remedial coursework. The
such as restricting students to a specified number of
method employed by the majority of the institutions
retakes per course, semester, or year. Most institu-
(91 percent) to assess whether a student was pre-
tions with a policy (86 percent) indicated that the
pared to leave remedial course work was successful
10
AACC/Remedial Education
8