In the absence of fast, comprehensive education reform that would create K-12 schools able to graduating students ready for college, colleges and universities all over the country have faced up to the inevitable by offering remedial courses to incoming freshmen. However, despite these efforts, statistics show that students who are required remediation upon graduation from high school are not as likely to receive a college degree in a timely manner and are more likely to drop out prior to completing their college program.
The number of students who require additional prep just before tackling college-level work is especially high at?colleges that enroll a lot of minorities, and that\’s why these kinds of minority-serving institutions C or MSIs C are at the forefront of remedial education reform. DiverseEducation.com reports that the recently issued brief from the Institute for Higher Education Policy suggests MSIs as vital to any system-wide overhaul of methods remedial courses are designed and taught.
Remedial education students often neglect to graduate at the same rate as non-remedial education students. For instance, according to a report titled \”Remediation: Higher Education\’s Bridge to Nowhere,\” remedial education students graduate from two- and four-year colleges for a price of 9.Five percent in three years and 35.1 % in six years, respectively, instead of non-remedial education students, who finish two- and four-year colleges at a rate of 13.9 and 55.7 percent, respectively.
Since 2009, IHAP has worked with Lumina Foundation\’s MSI-Models of Success program to enhance graduation rates and also to increase academic attainment at minority-serving colleges and universities. The program concluded this season, and participants and observers are awaiting a study from Mathematica Policy Research which will take a comprehensive look at how effective this program was at reaching its goals.
The program had schools consider using a number of different approaches to remediation, including offering summer courses, accelerated courses as well as dual enrollment C allowing the students to take college-level courses and remedial courses simultaneously.
Until the Mathematica paper is made public, the success of each or these approaches is hard to judge conclusively, however it hasn’t stopped schools that participated from speculating about the eventual findings.
Becky Rosenberg, director of CSUMB\’s Center for Teaching, Learning & Assessment at Cal State University Monterey Bay, or CSUMB, a Hispanic Serving Institution and one of the 25 MSIs that took part in the Types of Success program, said the school\’s efforts had made a \”noticeable but not dramatic\” difference in retention rates for remedial students.