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-------- ACHIEVEMENT INDICATORS -------- International Achievement in Mathematics and Science Reading Achievement Mathematics Achievement -------- OTHER INDICATORS -------- Dropout Rates Public School Revenues and Expenditures School Crime and Safety High School Transcripts, 2005 Bachelor's Degree Recipients, 10 Years Later -------- PAST INDICATORS -------- Dropout Rates, 2005 International Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy Public School Revenues and Expenditures Mathematics Achievement Reading Achievement Dropout Rates Computer and Internet Use High School Career and Technical Education (CTE) Students Food and Exercise in Elementary Schools Trends in Adult Literacy First Generation Students in Postsecondary Education Mathematics Achievement Reading Achievement The High School Senior Class of 2004 Trends in Academic Progress Dropout Rates 2002 Dual Credit in U.S. Public High Schools Gender Differences in Postsecondary Education School Crime and Safety, 2002 International Comparisons in Science and Math Trends in Education Equity of Girls and Women Full-day and Half-day Kindergarten Reading Achievement Mathematics Achievement Dropout Rate 2001 Trends in Academic Progress International Comparisons in Reading Literacy Postsecondary Enrollment of Language Minorities Volunteer Service Civics Achievement Geography Achievement History Achievement Science Achievement Writing Achievement The High School Transcript Study Postsecondary Remedial Education Student Victimization Out-of-Field Teaching Postsecondary Attainment School Crime and Safety, 2001 Internet Access

Postsecondary Remedial Education

Postsecondary remedial education has been the subject of an ongoing debate among educators, policymakers, and the public. Central to this debate are issues regarding the extent to which entering students are underprepared for college-level work, the financial and human resource costs of remedial education to institutions, and, in general, the role of remediation in the curricula of 2-year and 4-year institutions (Hoyt and Sorenson 2001; Ignash 1997; Kozeracki 2002; Levin 2001; McCabe 2000; Roueche and Roueche 1999; Shults 2000).

This indicator presents data from the 2000 PEQIS survey and comparisons with the 1995 PEQIS survey on remedial course offerings and student participation in remedial programs. For the purposes of this study, remedial education courses were defined as courses in reading, writing, or mathematics for college-level students lacking those skills necessary to perform college-level work at the level required by the institution.¹

Data from the 1995 and 2000 surveys indicate that no differences were detected in the proportion of institutions overall that offered at least one remedial reading, writing or mathematics course, or in the proportion of entering freshmen who enrolled in at least one of those courses during that time period.

In fall 2000, about three-fourths (76 percent) of the Title IV degree-granting 2- and 4-year institutions that enrolled freshmen offered at least one remedial reading, writing, or mathematics course. In fall 1995, 77 percent² of higher education institutions had offered remedial education courses (Lewis and Farris 1996; table 1).

In fall 2000, twenty-eight percent of entering freshmen enrolled in at least one remedial reading, writing, or mathematics course; in 1995, 28 percent³ of freshmen enrolled in at least one such course (Lewis and Farris 1996; table 2).

The NCES studies also found that remediation at most institutions was typically limited to one or two courses, and students generally spent 1 year or less in those courses. Data on the reported time spent in remediation suggest an increase in the average length of time that students spent in remedial education courses. Between 1995 and 2000, the proportion of institutions that reported an average of 1 year of remediation for students increased from 28 percent to 35 percent, while the proportion indicating an average of less than 1 year of remediation for students decreased from 67 percent to 60 percent (table 3).

References

Hoyt, J., and Sorenson, C. (2001). High School Preparation, Placement Testing, and College Remediation. Journal of Developmental Education, 25(2): 26–33.

Ignash, J. (1997). Who Should Provide Postsecondary Remedial/Developmental Education? In J. Ignash (Ed.), New Directions for Community College, No. 100, (pp. 5–20). San Francisco: Jossey Bass.

Kozeracki, C. (2002). Issues in Developmental Education. Community College Review, 29(4): 83–100.

Lewis, L., and Farris, E. (1996). Remedial Education in Higher Education Institutions in Fall 1995 (NCES 97-584). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

Levin, J. (2001). Globalizing the Community College: Strategies for Change in the 21st Century. New York: Palgrave.

McCabe, R. (2000). No One to Waste. Denver, CO: Community College Press.

Roueche, J., and Roueche, S. (1999). High Stakes, High Performance: Making Remedial Education Work. Washington, DC: Community College Press.

Shults, C. (2000). Institutional Policies and Practices in Remedial Education: A National Study of Community Colleges (ED447884). Washington, DC: American Association of Community Colleges.

¹ Respondents were asked to include any courses meeting the definition, regardless of the course name. Other names for remedial education include “developmental education,” “compensatory education,” and “basic skills.”

² The report used to develop this indicator, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, cites this number as 78 percent, while Table 1 cites it as 77 percent. This discrepancy is due to a direct citation of archival data in the introductory text; in the 2000 report, 1995 data was reanalyzed to account for changes in the definition of “eligible institutions.” These changes are reflected in the tables of the report, but not the text. The indicator text has been edited to match the reanalyzed data reported in the tables.

³  The report used to develop this indicator, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, cites this number as 29 percent, while Table 2 cites it as 28 percent. The indicator text has been edited to match the reanalyzed data reported in the tables. See Footnote 2.

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