Colleges start remediation in high school

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.


Remedial reforms face resistance

Community colleges are reforming — or abolishing — remedial education, but some think remedial reforms have gone too far, reports Katherine Mangan for The Chronicle of Higher Education.

Those who are the least prepared for college stand the most to lose from policies that push students quickly into college-level classes, according to some of the educators gathered here for the annual meeting of the American Association of Community Colleges. And those students tend, disproportionately, to be minority and poor.

Appalachian State Professor Hunter R. Boylan, director of the National Center for Developmental Education, fears “collateral damage” to minority and low-income students if states enact untried models for streamlining remedial education. “If you don’t pilot innovations before mandating them statewide, the unintended consequences will come up and bite you,” he said in an AACC session on developmental ed.

Florida has made remediation optional for most high-school graduates, notes Mangan. Connecticut now limits remediation to one semester, unless it’s embedded in a college-level course. “In statehouses across the country, groups like Complete College America are urging lawmakers to replace stand-alone remedial courses with models that are offered either alongside or as part of college-credit classes.”

“For many of these students, a remedial course is their first college experience, as well as their last,” said Stan Jones, president of Complete College America.

A Texas law, which takes effect next year, will place some remedial students in college-level courses, but “bump many of the least-prepared students from remedial education to adult basic education,” writes Mangan. 

 Karen Laljiani, associate vice president of Cedar Valley College (Dallas), said her college would be able to offer only two levels of remedial mathematics instead of four. Those at the upper end of the cutoff will be accelerated into credit courses, which has some faculty members worried about an influx of unprepared students.

The big question, though, is what will happen to students who used to place into the lowest levels of remedial math, some of whom might test at third-grade levels. Some might qualify for short-term, noncredit certificate programs that provide training for blue-collar jobs. And in some cases, remediation could be built right into the course.

The college may have to refer others to community groups that handle literacy and job training—a prospect that many community-college educators see as abandoning their open-door mission.

Jones said there are “no good answers” to what happens to the least-prepared students “when they insist on wanting an academic program.” 


AACC guide outlines how to meet lofty goals

Empowering Community Colleges To Build the Nation’s Future is an implementation guide to achieving the ambitious goals set in 2012 by the American Association of Community Colleges. By 2020, AACC wants “to reduce by half the number of students who come to college unprepared, to double the number who finish remedial courses and make it through introductory college-level courses, and to close achievement gaps across diverse populations of students,” reports the Chronicle of Higher Education.

“It is time for community colleges to reimagine and redesign their students’ experiences,” Walter G. Bumphus, the association’s president, said in a written statement. Students need “a clear pathway to college completion and success in the work force.”

Increase completion rates by 50 percent by 2020. Publicly commit to aggressive, explicit goals, the guide advises, with time frames for completion numbers and smaller gaps in the achievement of low-income and minority students relative to the overall enrollment.

Significantly improve college readiness. Establish strong connections with local public-school systems, using clear metrics and assessments to define what it means to be prepared for college. Collect baseline data, and track students’ progress.

Close the American skills gap. Understand labor-market trends and local employers’ needs, and communicate them to students. Establish clear pathways for students to build up industry-recognized credentials in high-demand fields.

Refocus the community-college mission and redefine institutional roles. Become “brokers of educational opportunities,” the guide advises, not just “direct providers of instruction.” By creating a consortium, for instance, colleges could share a curriculum, letting students draw from several campuses and delivery models.

Invest in collaborative support structures. Build alliances with other colleges and community-based or national nonprofit groups to pool resources and streamline operations. Small rural colleges, for instance, could create a purchasing cooperative. A national consortium could provide more-affordable access to tools for tracking students across sectors and states, from kindergarten to their first job.

Pursue public and private investment strategically. Keep seeking creative ways to diversify revenue streams. Meanwhile, join national groups advocating for expanded support for Pell Grants and clearer systems for transfer between two- and four-year colleges.

Introduce policies and practices that promote rigor and accountability. Adopt the Voluntary Framework for Accountability, a national tool developed by and for community colleges to broaden criteria for measuring success.

“We’re not going to achieve our mission unless we all decide we’re ready to lose our jobs over this,” said Eloy Ortiz Oakley, superintendent and president of Long Beach City College, at the AACC convention. 


Online ed grows as retention gap narrows

Online enrollment grew by 5.2 percent at community colleges from fall 2012 to fall 2013, even as traditional enrollment declined, reports the Instructional Technology Council’s 2013 Distance Education Survey. Twenty-six percent of community college students enrolled in at least one online course in fall 2012, according to IPEDS data.

“The retention gap” between online and traditional students  ”has narrowed dramatically” in the past nine years, ITC reports.  Colleges are shifting their focus from adding online offerings to improving the quality of online courses.

MOOCs have not caught on.

Most community college distance education administrators and faculty remain skeptical of massive open online courses (MOOCs) due to their low student retention rates, low teacher-to-student interaction, inability to authenticate students, and lack of financial sustainability. A few community colleges have received grant funding from private foundations to develop MOOCs that offer self-paced online orientations and remedial help, but few community colleges have created a financially-sustainable model for creating MOOCs for their students.

Only half of the community colleges surveyed are able to meet the growing student demand for distance education courses.


CCs launch Workforce Credentials Coalition

The Workforce Credentials Coalition, led by the California and North Carolina community college systems, held its first meeting this week at the New America Foundation. More than 20 states and industry and professional certifying bodies will share job-readiness data.

Colleges need to track credential attainment data, says R. Scott Ralls, North Carolina Community College System president. The coalition hopes to “move toward a secure, accessible national credential data warehouse.”

Currently, students don’t know if a community college program will help them pass a certifying exam and community colleges don’t know if they’re preparing students to meet industry requirements.  “We are hoping with this coalition to tell the story on how validated credentials are beneficial to our students entering the workforce,” says Renah Wolzinger, who works for the California community college system.

California also is rolling out LaunchBoard, which tracks student outcomes and job skills development.

A case study about the credentials coalition is in included in a new Workforce Data Quality Campaign report, Credential Data Pioneers.


Biden touts credits for apprenticeships

Giving college credit for apprenticeships will boost graduation rates and develop skilled workers, said Vice President Joe Biden at the American Association of Community Colleges’ annual convention. He announced the Registered Apprenticeship College Consortium, which  includes community colleges, businesses, labor unions and industry organizations.

The Obama administration hopes to “scale up to the national level the thousands of existing agreements between a single college and regional employer or union to provide credit for apprenticeships,” reports Inside Higher Ed.

The American Council on Education and the National College Credit Recommendation Service already evaluate apprenticeship experience and “make recommendations about how the apprenticeship experience translates into the traditional academic unit of credit hours.”

Consortium members will promise to accept those recommendations.

The Departments of Education and Labor will run the voluntary consortium.

Biden proposed expanding the apprenticeship model to fields such as allied health and information technology, says Matt Reed, who attended the speech. It’s not clear how this would work. 

In allied health fields,  students already can “move up the ranks through well-designed stackable programs,” earning as they learn. At his college, Holyoke, the Foundations of Health program is  ”conspicuously successful.”  

But I honestly don’t see how the apprenticeship model would work in IT. Apprenticeships work well when the craft takes time to learn, the roles are well-defined, and the field is structurally stable. Pipefitting is like that; moving water from here to there is still essentially the same process it was a generation ago. Apprenticeships also generally happen in unionized industries.  Construction tends to be heavily unionized, so it lends itself well.

IT doesn’t fit either bill. The content of the field changes rapidly, and its structure is in constant flux.  It’s relatively indifferent to credentials — in part because the field is in such flux — and it’s not exactly a hotbed of unionization.  IT has adopted the internship model much more than the apprenticeship model, both because interns are cheaper and because the industry doesn’t rely on clearly defined roles.  The field is rife with startups, which are notoriously averse to the kind of rankings that apprenticeships presume.

Another question: Do industry-trained apprentices need college degrees?


Prize rewards tech solutions to boost success

The Robin Hood College Success Prize will reward innovative use of technology to help community college students complete a degree, writes Michael M. Weinstein, who leads the poverty-fighting Robin Hood Foundation. “Graduation will break the cycle of poverty.”

Nearly 70 percent of students entering community college are placed in remedial courses, where they waste time and money, Weinstein writes. Graduation rates are “appallingly low.” 

In partnership with ideas42, a behavioral ideas lab, the foundation is considering applications for the $5 million prize.  

The “prize” looks and feels like an incubator with a research component, rather than a traditional award, writes Fast Company’s Ainsley O’Connell. “Teams get staged funding, mentorship, press, and access to early adopters, and Robin Hood gets a portfolio of solutions aligned with its mission (no equity will change hands).”


‘Gainful employment’ rules are ‘awful’

The new “gainful employment” rules are “awful,” ”unfair and discriminatory,” writes Richard Vedder on Minding the Campus. An Ohio University economist, Vedder directs the Center for College Affordability and Productivity.

The gainful employment rules apply to vocational programs at career colleges (primarily for-profit) and community colleges. If the goal is to stop wasting government money,”why not scrutinize students majoring in, for example, sociology, from Wayne State University?” asks Vedder. “Only 10 percent of students graduate in four years at Wayne State, and over twice as many default on loans as graduate in that time span.”

Moreover, while dropouts and loan defaults are high at many for-profits, when one corrects for the socioeconomic and academic characteristics of the students, the findings are decidedly more mixed. For example, the for-profits have roughly double the proportion of African-American students as do other institutions, and black students disproportionately come from low-income homes with high incidence of college attrition.

. . . I happen to disagree fundamentally with the “college for all” approach of the Obama Administration, but if you are going to pursue it, why attack the very providers who most aggressively are trying to help meet your goals? The for-profits disproportionately enroll poor first-generation students, and who are members of minorities. Moreover, accounted for properly (including state subsidies for public schools, taxes paid by for-profits, etc.), the for-profits use fewer of society’s resources per student.

The six-year completion rate for students at two-year for-profit colleges is 62.4 percent, the National Student Clearinghouse reports. At community colleges, which also enroll many disadvantaged students, the completion rate is 39.9 percent.

Finally, the “gainful employment” regulations say a borrower shouldn’t have to spend more than 12 percent of total income (20 to 30 percent of so-called discretionary income) to repay student loans. A person earning $35,000 a year with $4,800 annual loan repayments would not be considered gainfully employed. “If the individual in question went from a $20,000 job before going to school to a $35,000 job with a $4,800 loan commitment, that person has advanced considerably,” Vedder argues.

Repeal the Higher Education Act and “radically rethink federal provision of aid to students,” he concludes.

Students at a community college in rural Texas may lose all access to federal aid, including Pell Grants, because of a new regulation on defaults, reports Inside Higher Ed.


Miller hits remediation, low completion rates

“Remediation just isn’t hard to do. It’s almost a killer for college completion,” said Rep. George Miller in a House Committee on Education and the Workforce hearing.

Complete College America President Stan Jones discussed reforms such as “co-requisite” remediation, which lets students take college-level courses while working to improve their basic skills.

Miller has introduced a bill to help community college students transfer credits to a four-year institution, the Transferring Credits for College Completion Act of 2014 (H.R. 4348).  Students “start at community colleges to avoid burdensome debt, only to find that their credits will not transfer to their chosen four-year college and they need to repeat courses,” he said. “They are forced to take classes in subject areas they have already mastered and in which they have real-world experience. We need to eliminate these barriers to completion and empower students to complete their degrees and enter the workforce.”


Adjuncts lack training, support

Community colleges depend heavily on part-time faculty but rarely treat them as “full partners in promoting student success,” charges Contingent Commitments: Bringing Part-Time Faculty Into Focus, a new report by the Center for Community College Student Engagement (CCCSE).

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Adjuncts teach 58 percent of community college classes, CCCSE reports. They work for much less money than full-time instructors and for minimal or no benefits.

Part-timers teach the neediest students: More than three-quarters of developmental education faculty are adjuncts.

Adjuncts are less likely to refer students to counselors, tutors or labs, perhaps because they’re less aware of support services.

Though many part-time faculty express their passion for teaching and commitment to student success, many also see themselves as outsiders in the colleges where they work. Many do not find out whether they will be teaching classes until just days before the term begins. Their access to orientation, professional development, college services, or office space to do their own work and meet with students is limited or simply unavailable. They rarely, if ever, are engaged in interaction with their peers or in campus discussions about the steps colleges need to take to improve student learning, persistence, and completion.

In focus groups, adjuncts complained they’d never been told how to make copies or find their mail boxes.

Embracing Non-Tenure Track Faculty,, edited by Adrianna Kezar, suggests ways colleges could improve working conditions for the “new majority” of contingent instructors.


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