Virginia community colleges have redesigned remediation, said Chancellor Glenn Dubois at the U.S. News STEM Solutions Conference. In First Comes Math, a panel discussed the remediation crisis at community colleges.
Seventy-two percent of new community college students were placed in developmental math in 2006, according to Achieving the Dream, a reform group. Three years later, 77 percent had not qualified for a college-level math course.
“Remediation is an access issue,” Dubois said. Columbia University’s Community College Resource Center studied the Virginia community colleges, finding that 75 percent of remedial students “will ultimately go nowhere.”
Math instructors helped shift course requirements to match students’ goals: Students in non-STEM majors don’t need as much math.
After one year in full effect across Virginia’s 23 community colleges, many more students are completing remediation courses – in a matter of months, not years – and advancing to college courses, Dubois said. “You can’t try to do these things at scale unless your faculty are on board and, in our case, we gave them a leadership role.”
Since adjuncts teach most remedial courses, Dubois is trying to raise the status of remediation faculty and provide more support and training. But that takes money, he said.
The Carnegie Foundation for the Advancement of Teaching created Pathways, alternative developmental math curricula that focus on statistics and quantitative reasoning. In the first two years, more than 50 percent of students earned college math credit in one year. That compares to only 5 percent of community college students in traditional developmental math.