WILLIAM G. TIERNEY, professor of higher education, USC’s Pullias Center.
This op-ed originally appeared in Inside Higher Education on Nov. 8.
Remedial education in higher education has become a target for reformers. Lawmakers in Florida have made remedial classes in math, reading and English optional for students entering community colleges in fall 2014. The placement tests to assess these skills will be optional as well.
Meantime, Tennessee and Connecticut have passed legislation making it easier for students to bypass remediation and enroll directly in courses that lead to graduation and completion of a major. And California State University has lowered its math and English placement test cutoff scores, requiring fewer students to do remedial coursework.
Roughly 60 percent of the 6.5 million students who enter the nation’s 1,200 community colleges enroll in remedial classes. More than half of them quit before finishing.
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ALICIA DOWD, associate professor, Rossier School of Education, and co-director for Center for Urban Education, and ESTELA MARA BENSIMON, professor of education, Rossier, and co-director of CUE.
This op-ed originally appeared at the Huffington Post on April 30.
The recently released California community college system’s Student Success Scorecard has rightly drawn praise. The web-based scorecards contain comprehensive information on students’ performance at each of the state’s 112 community colleges, making details about student outcomes the most easily accessible in the nation. The Scorecard reveals how colleges are doing in retaining and graduating students, remedial education and job-training programs, with data broken down by gender, age, race and ethnicity. The added information about race and ethnicity, new to this accountability report, is crucial in a system in which latinos and other students of color form the majority.
While students can use the scorecard to pick a campus, its main purpose is to provide data to community college leaders that they can use to zero in on what is impeding students’ performance and design remedies. But as important as the Student Success Scorecard is as an accountability tool, it does not ensure meaningful change because neither rewards nor penalties are attached to using the data or to improving scores.
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