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Documents how much and what kinds of remedial coursework students take; examines the effects of taking remedial courses on graduation rates and time to degree; explores whether some kinds of remediation are more consequential than others; assesses the effects of remedial coursework completion on degree completion; and suggests implications for policies about remediation. (Paul Attewell, David Lavin, Thurston Domina and Tania Levey, Journal of Higher Education, Education, September/October 2006)

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

Remedial courses fail to prepare students for college-level work, but the remedial track may serve other purposes, according to a new study. The research found that being placed into remediation is not as discouraging for students as conventional wisdom holds. Also, remedial courses' primary effect as a sorting mechanism for students shouldn't be overlooked. (Inside Higher Ed, 08/21/12)

News article references two new CCRC reports, which suggest that more than a quarter of students placed in remedial courses could pass the gateway course with a "B." The article also indicates that using high school GPA as the placement criterion would be as good of a predictor of college success as remedial assessments.

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 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

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)

Provides examples of state and postsecondary system reports that include estimates of remedial education costs. Some of the reports reviewed by Getting Past Go offer general expenditures, while others provide more a detailed examination of the costs of delivering remedial education.(Mary Fulton, Education Commission of the States, July, 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

The newspaper article from the Business Gazette (MD) details the efforts of Maryland communities colleges and Montgomery College, in particular, to redesign remediation by integrating basic math and English skills into vocational and specialized major courses. By including remedial curricula within major content areas, faculties hope to increase retention and completion rates for students who require college prep.

ECS analysis of state remedial education reports

Interview with author of new book on the history of remedial education at California Berkeley. Looks at how Cal's remediation efforts balanced the age old question of access and excellence in higher education.

Annual remedial report includes data on participation, student success and cost, as well as high school feedback data. This year's report includes detailed graduation information for remedial students. (Colorado Commission on Higher Education, February 2011)

How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation Paper by Angela Boatman and Bridget Terry Long from Harvard for the National Center for Postsecondary Research. The paper shows that in some instances remedial education does benefit students whose academic preparation is assessed at lower levels

"Some of the conclusions from the review include: * Assessments appear to be more successful in placing academically prepared students than in placing academically underprepared students. * Students who narrowly miss an assessment "cutoff" score and who complete remedial courses are no more likely to complete credit coursework than students with similar scores who continue straight to credit coursework without taking remedial classes first. * Multiple measures for placement, such as high school transcripts and written essays in addition to assessments, may improve placement accuracy, as might the use of more diagnostic and affective assessments. "What we found is that assessment does not appear to be an effective means of placement for all students," said Dr. Hughes. "States may want to do more research in this area before relying too much on one measure, an assessment score in this instance, for placing community college students.""

Ohio is shifting remedial education to community colleges and soon will no longer fund these courses at most four-year institutions. The shift, along with efforts to ease credit transfers between institutions, are meant to save students money. Ohio also will be developing standards for college readiness. (Dayton Daily News, 10/09/11)

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)

This literature review identifies reoccurring themes found throughout the history of developmental education in American higher education; examines the ways developmental education programs have been conceived and understood as a policy issue; and looks to how individuals, systems and states have responded to the remedial education policy debate. The literature review was conducted as part of the Getting Past Go project. (Tara L. Parker, Leticia Tomas Bustillos, and Laurie B. Behringer, PrePARE, August 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Summarizes the findings and recommendations of the Developmental Education Task Force that was charged with identifying steps the Virginia Community College System could take to increase the success of students that require remedial education. (Virginia Community College System, September 2009)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

GPG held a workshop for its network of state leaders to identify and discuss policies and practices that increase the success of students who require remedial education. (Education Commission of the States, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Provides an overview of the remedial education landscape, Getting Past Go project activities and workshop objectives and principles. The PowerPoint also discusses the four policy levers and related questions that are central to the GPG policy framework. (Bruce Vandal, Education Commission of the States, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010