Discusses the failures of the current college remediation policies and programs, offers suggestions to fully prepare students for college, and suggests that co-requisite and additional academic supports could help unprepared students succeed. Link provides access to Full Report, Executive Summary, Data Tables and State Profiles. (Complete College America, April 2012)
Analyzes the predictive validity of commonly used placement assessments and finds that they are more predictive of success in math than in English, and more predictive of who is likely to do well in college-level coursework than of who is likely to fail. Also finds that using multiple measures could reduce remediation misplacements or rates. (Community College Research Center, February 2012))
Examines the validity of placement tests and high school information in predicting course grades and college performance. Finds that the ACCUPLACER and COMPASS placement tests do not yield strong predictions of how students will perform in college. In contrast, high school GPAs are useful for predicting many aspects of students' college performance. (Community College Research Center, February 2012)
Discusses actions for state policymakers to take to strengthen their P-20 data systems to increase college and career readiness. (Data Quality Campaign, January 2012)
The annual report shows an increase in the percentage of students requiring remediation - possibly due to more students enrolling in college - but also higher retention rates for these students. The comprehensive report looks at remedial participation, success and cost, and also includes high school feedback reports. (Colorado Commission on Higher Education, February 2012)
This annual report summarizes and disaggregates data on New Mexico high school graduates who require college remedial courses. The percentage decreased by 3.1% from 2008 to 2009. NM has implemented several initiatives to better prepare students for college.
Documents the partnerships between high schools and community colleges and provides evidence of the early assessment and intervention programs to reduce college remediation. The pilot programs are part of the Illinois College and Career Act.
Summarizes how community college pilot sites have addressed goals of the Illinois law, including reducing remediation through early assessment and intervention.
Examines the assessment and course placement practices across California's community colleges for incoming students and recommends strategies for overall improvement. (WestEd, September 2010)
In a press release, Connecticut Higher Education Commissioner Michael Meotti and State Education Commissioner Mark K. McQuillan discussed the work of the state's P-20 Council. The council works in three areas: building partnerships between school districts and higher education institutions, aligning data across all educational units, and strengthening the preparation and professional development of teachers and principals.
Southern Regional Education Board Meeting outlining key principles for developing stronger secondary academic standards for both college and career readiness
Examines three states -- Florida, Oregon, and Ohio - that have built powerful new data systems that track student progress after high school into the work force and college. (Chad Aldeman, Education Sector, January 2010)
The Educational Planning and Assessment System (EPAS) provides a longitudinal, systematic approach to educational and career planning, assessment, instructional support, and evaluation.
ACT's College Readiness Benchmarks are the minimum ACT test scores required for students to have a high probability of success in credit-bearing college courses-English Composition, social sciences courses, College Algebra, or Biology.