When William Penn High graduates go on to Harrisburg Area Community College‘s York (Pennsylvania) campus, 92 percent place into remedial reading and 100 percent require remedial math. “These kids are scoring in the lowest developmental levels that we have,” said Dean Marjorie A. Mattis at the American Association of Community College convention. So, this year, 12th graders are taking HACC’s developmental courses in English and math, reports The Chronicle of Higher Education. The program was piloted last year for a smaller number of students.
Students take placement tests at the end of their junior year, and in the fall they report to a “HACC hallway,” painted in the college’s colors, with classroom tables instead of desks. Teachers must meet the criteria for instructors at the college, which at least one already is. Summer sessions familiarize them with the college’s textbooks, syllabi, and method of assignment review, and during the year the teachers work with college-faculty liaisons.
At the end of the pilot year, tests—offered on the York campus, so students might take them more seriously—showed significant improvement. In English 37 percent of students placed one level higher than they had initially, and in math 39 percent did.
Students who start at a higher level of remediation improve their odds of success, said Mattis.
Anne Arundel Community College, in eastern Maryland, is offering the college’s developmental-math courses in two high schools.
Starting last academic year, seniors shifted to a model called Math Firs3t, an abbreviation for “focused individualized resources to support student success with technology.” The computer-based approach involves mastery testing, in which students retake tests until they score at least 70, said Alycia Marshall, a professor and interim chair of mathematics at Anne Arundel, describing the program during a session here.
Of 134 seniors last spring, 107 passed both of the developmental courses, she said. And of those students, 34 enrolled at Anne Arundel and registered for a credit-level math course, which is often a stumbling block for students coming out of remediation. But 30 of them passed.
One of AACC’s long-term goals is to decrease by half the number of students who come to college unprepared.