{"id":981,"date":"2017-05-17T11:38:45","date_gmt":"2017-05-17T15:38:45","guid":{"rendered":"https:\/\/postsecondaryreadiness.org\/dev\/?p=981"},"modified":"2019-06-24T11:30:13","modified_gmt":"2019-06-24T15:30:13","slug":"capr-link-roundup-states-focus-reform","status":"publish","type":"post","link":"https:\/\/postsecondaryreadiness.org\/dev\/capr-link-roundup-states-focus-reform\/","title":{"rendered":"CAPR Link Roundup: States Focus on Reform"},"content":{"rendered":"

CAPR Link Roundup: States Focus on Reform<\/h1>\n

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Policy Proposals in the States<\/h2>\n

State legislative sessions are in full swing, and several states are considering significant changes to developmental education. The California Assembly is working on a bill<\/a> that would require community colleges to use high school grades in placement decisions and allow more students to go straight to college-level courses, according to EdSource<\/em>. The Florida legislature passed a $30 million cut to dev ed funding for community colleges<\/a> four years after placement tests and remedial courses were made optional. A Texas legislator has introduced a bill<\/a> to require the state\u2019s colleges to phase in corequisite remediation. It also reduces the number of remedial credits the state will pay for from 27 to 18 at junior and technical colleges, with an exception for English for speakers of other languages.<\/p>\n

Some college systems are also implementing major new policies. The City University of New York (CUNY) is revamping its placement process<\/a>, making it easier to move from remedial to college-level courses, creating alternatives to college algebra for non-math majors, and creating corequisite classes to support students in college-level courses. The California State University system is scrapping its noncredit remedial courses<\/a>\u2014which can take up to three semesters to get through\u2014and replacing them with credit courses with extra tutoring and study help. That change affects 38 percent of freshmen.<\/p>\n

CUNY Study Shows Strong Results for Corequisite (or Mainstreamed) Remediation<\/h2>\n

Education Next<\/em> reported<\/a> on a CUNY study published in Educational Evaluation and Policy Analysis<\/em><\/a> on whether students who tested as needing math remediation but were placed into a college-level statistics course did better than students placed into noncredit remedial algebra. The statistics students took an extra two-hour-a-week workshop, as did some of the remedial algebra students. Fifty-six percent of the statistics students passed and earned college credits, while 45 percent of remedial algebra students with extra support passed and 39 percent without extra support passed.<\/p>\n

Community College Reform in Oregon<\/h2>\n

An Education Northwest study<\/a> looked at early work by Oregon\u2019s 17 community colleges to implement reforms to developmental education. Case studies at two colleges found early signs of progress but also challenges in \u201csteering the reform, establishing transparent and supportive policies and practices across campus, communicating with students, staff, and faculty about redesign, and using data to support redesign.\u201d<\/p>\n

Education Northwest also made a cool video to explain why GPAs are a stronger predictor of college readiness than standardized tests.<\/p>\n