Tennessee community colleges are running math labs in local high schools to prepare students for college math, reports Inside Higher Ed. Encouraged by early results, Gov. Bill Haslam came up with money to expand the experiment.
Math labs are designed for high school seniors who appear likely to place into remedial courses in college.
Pass rates have been high. For example, 83 percent of a group of 200 students in the remedial, dual-enrollment group at Chattanooga State Community College completed all of the college’s required math “competencies” during their senior year of high school.
Even better, 25 percent of those students completed a credit-bearing, college-level math course while still in high school (remedial math is typically noncredit). These were also students who scored a 19 or below on the ACT Mathematics Test as high school juniors, meaning they had deficiencies in the subject.
“They were completely done with math before they even started” college, said Kimberly G. McCormick, interim associate vice president for academic affairs at Chattanooga State.
Three years ago, Chattanooga State helped set up a remedial math lab at a nearby high school. Teacher Deborah Weiss used Pearson’s MyMathLab courseware, which lets students work at their own speed.
The class was “wildly successful,” McCormick said. The state funded a larger pilot at high schools near Northeast State, Cleveland State and Jackson State Community Colleges as well as Chattanooga State.
This year, all 13 of the state’s community colleges are running math labs at 1134high schools throughout Tennessee.
Colorado Gear Up‘s Early Remediation Project starts even earlier — in eighth grade. This year, some 1,300 students in grades 8, 9 and 10 are enrolled in classes mirroring the remedial math and English sequences taught on Colorado campuses. Once students pass the courses, as verified by Adams State University, they can enroll in college-level courses. Some start earning college credits in 10th grade.
States are trying to prevent, accelerate or limit remedial education, reports Stateline. But some say remedial reforms will doom the college hopes of poorly prepared students.
Indiana high schools must provide extra help to students at risk of placing into remedial classes in college.
Florida will let many public college students skip developmental classes and enroll in college-level courses.
Colorado now lets state universities place borderline students in college-level classes, with extra support, instead of sending them to community colleges for remedial classes.
Starting in fall 2014, Connecticut’s public colleges will be required to build remedial education into credit-bearing courses. Students will be allowed only one semester of remediation.
Many of the new remediation models work very well for students who need minimal extra help, said Patti Levine-Brown, president of the National Association for Developmental Education. But for students who need more time to get their skills up to college level, she said, “placing them in courses for which they are not prepared is akin to setting them up for failure.”
“We learned in the 1960s that allowing students to take and fail college level courses and retake those classes did not increase completion rates,” Levine-Brown said. “In fact, it resulted in high withdrawal rates and diminished finances for students.”
Unprepared students will pay a price for skipping remediation, predicts Kenneth Ross, vice president for academic and student services at Polk State College in Florida. “I think they’re going to struggle, and unless we have some other kind of massive tutoring support which they’ve not funded us for, they’re going . . . to struggle and then flunk out.”
Going a step behind dual enrollment, high schools and community colleges are combining a “fifth year” of high school with the first year of college, reports Community College Times.
In Oregon, nearly 200 high school students will spend a fifth year earning an advanced high school diploma while attending and earning credits at Klamath Community College (KCC). Since these students are still considered to be enrolled in high school, their tuition, fees and textbooks for their first year at KCC are covered by the state’s funding to K-12 school districts.
The students will attend KCC as a cohort and take a college success course together. If they complete the year, they’ll earn an advanced high school diploma and as many as 39 college credits — for free. They’ll be able to continue at KCC, transfer to another college or enter the workforce.
Colorado’s Ascent program lets high school students delay graduation for a year while they attend a community college; the cost is covered by the state’s K-12 funding.
Community College of Aurora (CCA) has close to 100 Ascent students and 3,000 dual enrollment students, said Elena Sandoval-Lucero, dean of student success. To qualify for Ascent, students must complete at least 12 dual-enrollment credits before 12th grade and be ready to start in college-level courses. Some will be able to earn an associate degree in their “fifth year,” said Sandoval-Lucero.
High school educators hope fifth-year programs will encourage low-income students to start college at no cost and keep on going.
Federal programs to help disadvantaged students earn college degrees “show no major effects on college enrollment or completion,” concludes “Time for Change: A New Federal Strategy to Prepare Disadvantaged Students for College, a Brookings report. The U.S. Department of Education’s TRIO programs (Upward Bound, Talent Search, Upward Bound Math-Science, Student Support Services and others) cost $1 billion per year.
The TRIO programs are designed to augment disadvantaged students’ academic preparation, give them direct experience with college work, or help them apply to colleges or seek ﬁnancial aid. . . . Half a century and billions of dollars after these federal college-preparation programs began, we are left with mostly failed programs interspersed with modest successes. Preparing disadvantaged students for college is still a major challenge, with no well-tested solutions in sight.
Summer programs, mentoring, tutoring and parent involvement activities may boost college enrollment, the policy brief found. “These may be the threads from which we can begin to weave together a new kind of intervention program.”
Forced to end affirmative action preferences based on race and ethnicity, California’s state universities “have embedded themselves deeply in disadvantaged communities, working with schools, students and parents to identify promising teenagers and get more of them into college,” reports the New York Times. Outreach efforts start in middle school.
In Colorado, College Summit helps first-generation college students prepare for the challenges they’ll face on campus, reports Colorado Public Radio. That includes the psychological barriers.
Reporter: Self-doubt is just one obstacle – there are many others low-income students are vulnerable to: feeling alienated – from peers and family, not having the safety net their more affluent peers have, culture shock — even the fear of success. Ryan Ross, who oversees student retention at the Community College of Denver, says programs targeting first generation minority students, are crucial.
Ryan Ross: Without these programs, the dismal numbers that we see would be even worse.
Reporter: But he and others estimate that only about 10 to 15 percent of students who need these bridge-to-college support services are getting them. There’s just not enough money. It costs College Summit about $200 per student each session. And it pays off. Drop out rates are high among first generation students. But 77% of College Summit graduates carry on for a second year.
In “neighborhoods where kids don’t believe college is for them,” it makes a big difference to see somebody from the neighborhood who’s now a college graduate, says Ross. ”The light turns on that, hey, I can do this college thing too.”
Only 34 percent of students from disadvantaged backgrounds enroll in college, notes TIME. Eleven percent graduate. High achievers often enroll in less-selective colleges that have lower graduation rates and provide less support to students.
Colorado university leaders are fighting a bill that would let community colleges offer bachelor’s degrees in vocational fields, reports the Boulder Daily Camera. In a letter to the General Assembly, seven state university presidents argued the proposal would divert scarce state funding, cause overlaps in missions and produce a degree with low value in the workforce.
Nancy McCallin, president of the Colorado Community College System, said there’s demand for four-year degrees in areas such as culinary arts and dental hygienists. At Front Range Community College, she envisions offering a bachelor’s degree in “geographic information systems,” technical training required to build GPS systems.
Two-thirds of the state’s 163,000 community college students work to put themselves through college, McCallin said. Many can’t afford to uproot their families or leave the farms they work on in rural Colorado to transfer to a four-year institution. Offering four-year degrees, she said, would extend educational opportunities to those types of students — not draw students away from other colleges.
The bill would let community colleges offer up to 10 degree programs only in technical and career programs. State officials would decide if a proposal overlaps with programs already offered at four-year colleges.
Colorado University has been working with community colleges to streamline the transfer process in 14 degree tracks, the Daily Camera notes. Community college students who earn 30 credit hours and at least a 2.7 grade-point average are guaranteed admission as transfers.
CU Regent Stephen Ludwig, who attended two community colleges before transferring to CU’s Colorado Springs campus, said state universities could use technology to enable students with associate degrees to earn a bachelor’s degree without relocating.
College graduates’ skills don’t match the available jobs, said participants in a community forum in Fort Collins, Colorado, reports The Coloradoan.
Matt Dinsmore, co-owner of Wilbur’s Total Beverage in Fort Collins, said he employs three people with masters’ degrees, including a beer stocker with a physics degree.
Martin Shields, a Colorado State University economics professor, said a college degree is an important investment, but the first four to five years after college are “tougher than they’ve ever been.”
Dawn Putney, CEO of design and marketing firm Toolbox Creative, most four-year graduates don’t have the job skills she needs. Young people are encouraged to go for a university degree, not to explore alternatives such as community colleges, she said.
Jim Neubecker, a member of the Governor’s Workforce and Small Business Development Council, said union electricians, pipe-fitters and plumbers can work 40 hours per week while attending school two nights per week, learning skills while avoiding debt. Community colleges often partner with unions to get students certified on otherwise prohibitively expensive equipment, Neubecker said.
Colorado community colleges generate more than $3 billion a year in economic benefits, according to a statewide study, reports the Denver Post. Students receive an annual return of 11 percent on their investment in education, Economic Modeling Specialists Inc. estimates. Over a working lifetime, associate degree graduates can expect to earn $502,100 more than someone with a high school diploma.
Only 70 percent of Colorado’s ninth graders go on to earn a high school diploma and only 44 percent go on to college, said Nancy McCallin, president of the Colorado Community College System.
“It seems so few high school students want to go to college. They’re saying, ‘What’s in it for me? I can get a job,’ ” McCallin said. “But studies like this show the importance of education…if we don’t grow our own in terms of people being prepared to enter the work force, we’re going to be in trouble.”
The $3 billion in benefits may be low, McCallin said. It doesn’t include the impact of students who transfer from community colleges to four-year institutions or those who improve their basic skills in non-credit classes.
Colorado community colleges are getting better at advancing remedial students to college-level classes, concludes the Colorado Commission on Higher Education. However, more high school graduates require remediation.
Arapahoe Community College has boosted retention rates by 11 percent, reports the Denver Post.
. . . students who are not ready to take college-level math take remedial classes at their own pace in a flex-format program. They use the computer lab on their own time and can move through assignments and tests alone or with help of tutors or lab staff trained to teach the math skills.
The college is creating flex-format courses for remedial reading and writing courses.
Morgan Community College, which retains 59.6 percent of remedial students, had the highest retention rate among the state’s community colleges. The college blended two remedial math classes into one and added tests to monitor students’ progress.
Colorado community college students helped low- and moderate-income taxpayers collect $6 million in refunds this year through Tax Help Colorado.
The program, funded by the Piton Foundation, targets working families who are eligible for tax credits such as the Earned Income Tax Credit and Child Tax Credit.
Participating students take a tax-preparation class in the fall to earn IRS certification. In the spring semester, they operate a free tax preparation service at the college. Students receive credits for both semesters, real-world experience and exposure to careers in tax work and accounting.
New Mexico colleges that participate in Tax Help New Mexico report enrollment increases in accounting and business majors.
While dual enrollment often is touted as a way to motivate struggling students, that’s not who’s enrolling in Colorado, reports the Denver Post. Dual enrollment attracts successful students who hope to cut college costs.
“My English class was a lot of work, but I had already taken AP English and IB classes before these college classes, so it’s been pretty easy,” said Vonia Adams, a concurrent-enrollment student from Hinkley High School in Aurora.
Concurrent-enrollment programs authorized by state law allow high schoolers to take college classes, paid for by their home districts. Students first take the Accuplacer test or the ACT and must test at a college level, unless they are in 12th grade.
Most concurrently enrolled students attend community colleges.
Colorado also offers ASCENT, which lets students to stay in high school for a fifth year so they can graduate with a diploma and an associate’s degree.
“When you have no clue about what college you can go to or what you want to study, this is a great opportunity because I would have only been able to pay for a few classes,” said Sally Varela, an ASCENT student from Aurora Central High School.
Varela became a certified nursing assistant and earned a business certificate using the concurrent-enrollment programs while in high school.
Next year, the state expects about 750 students will enroll in the ASCENT program, at an estimated cost of $4 million.
To make the funding go farther, the Concurrent Enrollment Advisory Board may remove students who qualify for Pell Grants to serve students with no other way to pay for college, the Post reports.