While the article in the Chron seems to place the blame on “inefficiency” from colleges and universities, the bottom line is that high school students are graduating with a lack of preparation for the rigors of a college education. And this means the problem is in K-12 education, who them pumps these students into the colleges and universities to figure out how to prep them and graduate them. This isn’t a new thing, but it’s gotten to a point where ignoring the problem could bite us all on the back side.
Meanwhile, it seems the cost of remedial courses in college is what will be debated in 2011.
Developmental education is one of the biggest stumbling blocks. Fewer than 10 percent of students who require more than a few remedial classes even make it to college-level classes, Troyer said.
“I don’t think it’s logical to say you’re going to get rid of developmental education,” said state Rep. Scott Hochberg, D-Houston, chairman of the House appropriations subcommittee on education. “The question is, how do you minimize the time and cost?”
The Legislature has agreed to change the way it pays for the courses, encouraging colleges to break away from traditional 16-week semesters and tailor learning to students’ needs.
And beginning in 2011, Hochberg said community college graduation rates will be posted alongside state appropriations for each school, bringing new scrutiny to how well the colleges are doing.
Judged by graduation rates, that’s not so well. The Higher Education Coordinating Board reports that 16 percent of community college students who enrolled in 2005 and did not require remedial courses had earned an associate degree three years later. Fewer than half as many who did need the additional work — 7.6 percent — graduated within three years.
Well that’s fine and dandy, but the commitment should be to preparing them before they get to the colleges and universities and this seems to be avoided.
I cannot say I am much in agreement with using community college graduation rates as a means “grading” their success. I attended community college and chose to transfer, rather than taking extraneous courses which wouldn’t transfer into my degree outline. I would hope some distinctions are made, as well as improved tracking of transfers.
The ideas being tossed around have been around for a long time.
• • College readiness tests for high school students, allowing them to improve their skills before starting college.
• • Shorter-term developmental classes, allowing some students to begin college-level work sooner.
• • Required classes teaching study skills, time management and other keys to college success.
• • New teaching methods andclass content.
My first professional job was as an academic advisor for the Texas State University Athletic Department, working with student-athletes–especially those considered high-risk (about 200 or so out of 400). “Good” Athletic Departments provide their athletes with academic services that help students become more well-rounded. At TXST, it was modeled after the CHAMPS/Life Skills Program of the NCAA, and experienced increasing graduation rates. Of course, this was part of the investment that came in the form of a scholarship. TXST boasted higher graduation rates than the institution because of this commitment to a holistic approach to the college experience. Perhaps if the Legislature used similar models, particularly for those students considered at-risk, the investment would pay off.
Other than the usual defense of Latinos and immigrants from Riddle and Berman, DosCentavos expects higher education to be his #1 issue during the next legislative session.
