Group items tagged

This is the first year report of a three year longitudinal study by the American Council on Education to understand the effects of obtaining the GED on postsecondary enrollment, persistence, and completion. This study supports transitioning adult learners without a high school diploma to the GED credential and into postsecondary with accelerated learning. This first year study used the information gathered at the National Student Clearinghouse (NSC). The NSC holds 93 percent of postsecondary student enrollment. The study focused on adults who acquired the GED credential in 2003. The pilot study founded credential recipients had a significantly higher enrollment rate into postsecondary than non-passers; females enrolled more than males; there is no significant ethnic difference between enrollees and non-enrollees.

Finds that students who enrolled in a student success course in the first semester were more likely to earn college-level credits and were more likely to persist to the second year. Also finds that students referred to remedial education were more likely to earn college-level credits if they enrolled in a student success course in their first term. (Community College Research Center, February 2012)

Summarizes states' efforts to provide information on success of K-12 students after high school, such as postsecondary enrollment, remediation, persistence and degree completion. (Data Quality Campaign, December 2011)

The GED testing service has just published Crossing the Bridge: GED credentials and Post Secondary Educational Outcomes. This is a baseline report that follows GED graduates from 2003 (first cohort of the new test) and their enrollment, persistence, and graduation from post secondary institutions. It compares this group with the high school diploma and general population for the school's attended. This is the first year report of a 3 year project to provide a cohort of students with targeted instruction, GED passage, career exploration, and college readiness. The GED administered will be a prototype using the national State College Readiness standards.

This brief analyzes the costs of remedial education to institutions and students. The report addressed three key questions: What is the extent and magnitude of remedial course enrollment in Ohio? What are the consequences of remedial course needs, in term

Assesses the impact on enrollment pathways and academic milestones on student success, as part of a larger study. The report finds that enrollment pathways are an effective strategy for adult students and academic milestones are more effective for younger students. The researchers used data from students at Florida community colleges. (Juan Calcagno, Peter Crosta, Davis Jenkins and Thomas Bailey; Community College Research Center, 2006)

This piece is great for outlining the basis of the recent movement toward "momentum" points in postsecondary education.

Finds that remediation does little to develop students' skills. But the study also finds little evidence that it discourages initial enrollment or persistence, except for students mis-assigned to remediation. Instead, the primary effect of remediation appears to be that students take remedial courses instead of college-level courses. (Judith Scott-Clayton and Olga Rodriguez, National Bureau of Economic Research, August 2012) Link to Abstract http://papers.nber.org/papers/w18328?utm_campaign=ntw&utm_medium=email&utm_source=ntw

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)

adults without basic reading or math skills return to school for basic skills in KY. Programs teach job skills and workplace vocabulary and encourages dual enrollment in ABE and community college.

This brief makes a case for using cohort and momentum point data, disaggregated by gender, ethnicity, and institution, to improve program practices and community college system policies in California. Findings indicate that too few students reach transfer, retention, and completion milestones, and that a large percentage of students do not always follow enrollment patterns or degree checkpoints, as intended by policy. The brief outlines three recommendations: improving campus data collection practices, creating accountability structures through new funding models and assessment policies, and using data to align institutional and system-level efforts (Institute for Higher Education Leadership & Policy at California State University Sacramento, October 2010).

Provides a comprehensive overview on the presence of remedial education at postsecondary institutions. Included are statistics on institutions that provide remedial education and the percentage of students who enroll in remedial courses. (Basmat Parsad and Laurie Lewis, National Center for Education Statistics, 2003)

This issue of the Progress of Education Reform published by ECS summarizes recent research on the college success of students who enroll and complete developmental education.

Story in the large increase in remedial enrollments at CUNY institutions with a particular emphasis on those that are three levels below college level.

Article discusses national trends in remedial enrollment and costs, and reasons for continued students' lack of preparation. (Philadelphia Inquirer, 06/06/11)

New program at City University of New York for community college students that is intended to prepare students before enrollment so as to reduce remediation and college readiness. Tries to simulate a traditional four-year environment at a two-year school

The purpose of this paper is to analyze the patterns and determinants of student progression through sequences of developmental education starting from initial referral. Thomas Bailey, Dong Wook Jeong & Sung-Woo Cho - December 2008. Community College Research Center, Teachers College, Columbia University)

Identifies current state policies that impede student attainment of basic skills for postsecondary education. The report recommends using standardized assessments, requiring remediation upon enrollment and provides flexibility to community colleges to address issues. (Elizabeth G. Hill, California Legislative Auditors Office, 2008)

Piece from Kati Haycock from Ed Trust on the movement to push more students, particularly low-income students toward two-year institutions and the potential impact on bachelor's degree attainment. This could be useful piece for the push to move remedial education exclusively to community colleges.

Urges states to track how well high school graduates perform in college so that the schools can better prepare students for and succeed in postsecondary education. States should track postsecondary enrollment, remediation and credit accumulation. Recommends four actions for states to take to track and publish these data. (J.B. Schramm and E. Kinney Zalesne, October 2011)