I'm teaching a Developmental Reading course at a local community college. One section of the course was scheduled, but three sections were needed to accommodate all of the students whose ACT scores and Compass tests indicated that they needed some remedial reading instruction.
While a few of the students were concerned that they had to take a course that will not give them credit toward their required courses for graduation, most seem to be glad to have the chance to brush up on some skills before being thrown into classes that were too difficult for them to succeed. Three of my 23 students were able to test out of the class by passing two challenge tests; two accepted the ability to move up, but one turned it down, saying he thought he needed the extra help. The other 20 seem resigned to the course, and most seem grateful to have the opportunity.
 

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From: familyliteracy-bounces at nifl.gov on behalf of Gail Price
Sent: Fri 9/8/2006 7:46 AM
To: Family Literacy Discussion List
Subject: [FamilyLiteracy 346] Community College Remediation Education


The following article appeared in the September 8 PEN Weekly Newsblast. The figures are pretty impressive. 

Are those of you who work in adult education seeing an increase in the number of students who have high school diplomas, but want to build skills to avoid paying for college remedial classes? Are your adult education programs offering any special classes or services to these students to help prepare them to be successful in college?


PAYING DOUBLE
According to "Paying Double: Inadequate High Schools and Community College Remediation," a new issue brief from the Alliance for Excellent Education, the United States spends over $1.4 billion each year to provide community college remediation education for recent high school graduates who did not acquire the basic skills necessary to succeed in college or at work. The brief, which was produced with support from MetLife Foundation, also finds that the nation loses almost $2.3 billion annually in wages as a result of the significantly reduced earnings potential of students whose need for remedial reading make them more likely to drop out of college without a degree. Therefore, by increasing the number of students graduating from high school prepared to succeed in college, an additional $3.7 billion annually would flow into the nation's economy. The brief offers no simple solutions but does point out that improving the nation's high schools could certainly reduce the number of students who need remediation in college. It points to "weak curricula, vague standards, and lack of alignment between high school content and the expectations of colleges and employers" as reasons for the need for remediation. It adds that students who take a rigorous high school curriculum are less likely to need remedial courses than students whose course load is less demanding. Finally, it suggests that statewide performance standards for college admission would enable educators to assess student progress toward readiness for college. To view the complete issue brief, which includes a breakdown of state-by-state costs, visit:
http://www.all4ed.org/publications/remediation.pdf

Gail J. Price
Multimedia Specialist
National Center for Family Literacy
325 West Main Street, Suite 300
Louisville, KY 40205


Phone: 502 584-1133, ext. 112
Fax: 502 584-0172


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