DR. JOHN HUGHES
DEPUTY DIRECTOR OF THE REGIONALEDUCATION LABORATORY - SOUTHEAST
College Readiness
College Readiness Challenges
Readiness definitions vary dramatically across thecountry
But regardless of definition, all states haveremediation rates that are way too high
Which puts too many people into developmentaleducation
Which can take multiple semesters to complete
While at the same time have not been shown to beeffective
Is Developmental Education Effective?
Little systematic evidence shows developmentaleducation works
Many students fail to complete (or even start)
Those that do rarely succeed at rates comparable to “ready”students
But the research faces many limitations
Massive selection biases
Significant interactions with other factors such as age andfinances
Reconceptualizing Readiness
Is readiness the same for all students - Is it the samefor recent high school graduate as returning adults?
How can we differentiate between those who have “forgotten”and those who never learned?
Is readiness specific academic knowledge or are there non-academic aspects?
Even selective universities have non-completers
Are English and math equivalent? Should both betreated the same in terms of placement testing?
Redefining Readiness
Common core raises standards and expectations butis that enough?
What are the specific skills required to succeed in college?
Should math readiness be based on preparation for algebraand, by implication, calculus?
Quantway and Statway offer a new perspective on math readiness
K-12 needs clear direction from postsecondary
The target must be clear and consistent, not just “higher”
Defining Readiness – One Approach
Florida undertook a major effort to define readiness
Involved faculty from all sectors – K-12, CommunityColleges, Universities
Focused on success (C or better) in specific courses
Introductory English
Intermediate Algebra
Identified specific competencies critical to future success
Developed placement test using those competencies
Operational definition of readiness – mastery of competenciescritical to being able to earn a C or better in first credit bearing mathand English courses
Increasing Readiness
Florida now requires all 11th grade students to take acollege readiness test
Unsuccessful students must then remediate in 12th grade
High schools offer the remediation
But based on community college curricula and standards
Early results show significant increases in readiness after12th grade
But many districts resist the policy
Remediation is often closer to 8th grade material than 12th
Additional staffing and training burden
Question role of college in setting standards
Completing the Developmental Education SequenceLessons from Tennessee
Dev Ed sequence can be 2 to 3 semesters long
The loss of time and money deters many students
In some cases, particularly in math, students lacksome skills but have mastered others
Tennessee has taken the lead on
Breaking the Dev Ed sequence into multiple, smaller pieces
Allowing students to complete each section or module at theirown pace
Saves time and money for the student and school
Virginia has also modularized in a significant way
Questions and Comments
Dr. John Hughes