|
|
|
Dear Friends,
Recently there were some postings about the USDOE report on developmental
education. In preparing for the recent NADE Executive Board meeting I
developed the following summary of the document. While a bit long, I
thought it might be useful to share it with our friends who do not have WWW
access. I found some surprises in the data. -- David Arendale
Remedial Education at Higher Education Institutions in Fall 1995,
Statistical Analysis Report NCES 97-584
National Center for Education Statistics, Office of Educational Research and
Improvement, U.S. Department of Education
Published October 1996
For purposes of this study, remedial education courses were defined as
courses in reading, writing, or mathematics for college students lacking
those skills necessary to perform college-level work at the level required
by the institution. Study skill courses or remedial courses in other
academic disciplines (e.g, science) were not included in this study.
1. About three-quarters of higher education institutions that enrolled
freshmen offered at least one remedial reading, writing, or mathematics
course in Fall 1995. All public two-year institutions and 81 percent of
public four-year institutions offered remedial courses. The percent drops
to 63 percent of private two-year and private four-year institutions. The
lower the mean SES of student body and the more open the admissions
standards of the institution, the higher the percent of institutions of a
specific type offering remedial courses.
2. Twenty-nine percent of first-time freshmen enrolled in at least one
remedial reading, writing, or mathematics course in Fall 1995. Of the
2,128,000 first-time freshmen, 445,220 freshmen enroll in one or more
developmental courses. This does NOT include: (a) sophomores, juniors,
seniors or graduate students who enroll in remedial courses; (b) students
who participate in non-credit academic enrichment activities such as
tutoring, Supplemental Instruction, learning strategy workshops, or similar
activities; (c) students of any classification who enroll in remedial
courses in science and other content areas not covered by the survey; and
(d) students of any classification who enroll in study strategy courses.
3. Twenty-five percent of institutions offering remedial reading, writing,
or mathematics also offered remedial courses in other subjects (e.g.,
science [general science, biology, chemistry, and physics], English as a
second language, and study skills.).
4. All ESL courses were considered remedial at 38 percent of institutions,
and an additional 38 percent of institutions considered none of their ESL
courses to be remedial.
5. In general, about three-quarters of the students enrolled in remedial
courses pass or successfully complete those courses.
6. About half of institutions offering remedial courses indicated that the
number of students enrolled in remedial courses at their institution had
stayed about the same in the last five years, 39 percent said enrollments
had increased, and 14 percent said they had decreased.
7. Two-thirds of institutions indicated that the average time a student
takes remedial courses was less than one year, and 28 percent indicated that
the average time was one year.
8. Full-time entering Freshmen who enrolled in remedial courses continued
at their institution to the start of their second year at a somewhat lower
rate than all full-time entering freshmen at institutions offering remedial
courses.
9. Among the 22 percent of institutions that did not offer remedial courses
in Fall 1995, about a quarter indicated that students take remedial courses
at another institution.
10. About three-quarters of institutions offer only institutional credit
for remedial courses. Approximately 15 percent offer degree credit.
11. About three-quarters of institutions require students to enroll in
remedial courses based on entry level testing. About sixty percent of
institutions offer entry level testing of all entering students.
12. About two-thirds of institutions placed some restrictions on the
regular academic courses that students could take while they were enrolled
in remedial courses. Only two percent prohibited enrollment in regular
college courses concurrent with remedial courses.
13. A traditional academic department was the most frequent provider of
remedial courses (approximately 55 to 70 percent depending upon the remedial
course), with a separate remedial division the second most frequent
provider. Learning centers were less frequently used, with 7 to 12 percent
providing remedial courses.
14. Remedial education services/courses were provided to local business and
industry by half of public two-year institutions, compared with only about
five percent of other types of institutions. Of the institutions that
provided services to local business and industry: 87 percent offered
remedial reading, 93 percent offered remedial writing, 94 percent offered
remedial mathematics, 18 percent offered help in English as a second
language and basic computer skills. Most of the institutions offered their
services at the business site (89 percent) and also on the campus of the
institution (74 percent).
15. About a quarter of institutions reported that there was a limit on the
length of time a student may take remedial courses at their institution.
These time limits were set by the institution 75 percent of the time and by
state policy or law at 21 percent of the institutions.
16. A third of institutions offering remedial courses reported that there
were state policies or laws that affected the remedial education offerings
of their institutions. The major impact of these laws were to require or
encourage institutions to offer remedial education. About twice as many
public two-year as public four-year institutions were required to offer
remedial courses, while more public four-year than public two-year
institutions were discouraged from offering remedial education.
17. In comparing trends in remedial courses since 1983 and 1995, there were
no significant changes in the percentage of institutions offering such
courses. The percentage of institutions offering remedial reading courses
showed a significant decrease from 1983 to 1995.
______________________________________________________________________________
This complete report is available for downloading from the NCES Web Site.
The address is http://www.ed.gov/NCES/97584.html It has been placed into the
Portable Document Format (PDF) that is readable by Adobe Acrobat Reader
Software. This reader is available for free downloading from Adobe
Software. Their address is
http://www.adobe.com/prodindex/acrobat/readstep.html
-- David
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
David R. Arendale, President of NADE & Associate Director of CAD
University of Missouri-Kansas City, Center for Academic Development
5014 Rockhill Road, SASS #210, Kansas City, MO 64110-2499 USA
Internet: [log in to unmask] Voice (Work): 816-235-1197
Fax (Work): 816-235-5156 Voice (Home): 913-789-8314
NADE Homepage: http://kasey.umkc.edu/cctr/dept/cad/nade.htm
CAD Homepage: http://kasey.umkc.edu/cctr/dept/cad/homepage.htm
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
|
|
|
Archives |
March 2021
February 2021
January 2021
December 2020
November 2020
October 2020
September 2020
August 2020
July 2020
June 2020
May 2020
April 2020
March 2020
February 2020
January 2020
December 2019
November 2019
October 2019
September 2019
August 2019
July 2019
June 2019
May 2019
April 2019
March 2019
February 2019
January 2019
December 2018
November 2018
October 2018
September 2018
August 2018
July 2018
June 2018
May 2018
April 2018
March 2018
February 2018
January 2018
December 2017
November 2017
October 2017
September 2017
August 2017
July 2017
June 2017
May 2017
April 2017
March 2017
February 2017
January 2017
December 2016
November 2016
October 2016
September 2016
August 2016
July 2016
June 2016
May 2016
April 2016
March 2016
February 2016
January 2016
December 2015
November 2015
October 2015
September 2015
August 2015
July 2015
June 2015
May 2015
April 2015
March 2015
February 2015
January 2015
December 2014
November 2014
October 2014
September 2014
August 2014
July 2014
June 2014
May 2014
April 2014
March 2014
February 2014
January 2014
December 2013
November 2013
October 2013
September 2013
August 2013
July 2013
June 2013
May 2013
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012
July 2012
June 2012
May 2012
April 2012
March 2012
February 2012
January 2012
December 2011
November 2011
October 2011
September 2011
August 2011
July 2011
June 2011
May 2011
April 2011
March 2011
February 2011
January 2011, Week 3
January 2011, Week 2
January 2011, Week 1
January 2011
December 2010, Week 5
December 2010, Week 4
December 2010, Week 3
December 2010, Week 2
December 2010, Week 1
November 2010, Week 5
November 2010, Week 4
November 2010, Week 3
November 2010, Week 2
November 2010, Week 1
October 2010, Week 5
October 2010, Week 4
October 2010, Week 3
October 2010, Week 2
October 2010, Week 1
September 2010, Week 5
September 2010, Week 4
September 2010, Week 3
September 2010, Week 2
September 2010, Week 1
August 2010, Week 5
August 2010, Week 4
August 2010, Week 3
August 2010, Week 2
August 2010, Week 1
July 2010, Week 5
July 2010, Week 4
July 2010, Week 3
July 2010, Week 2
July 2010, Week 1
June 2010, Week 5
June 2010, Week 4
June 2010, Week 3
June 2010, Week 2
June 2010, Week 1
May 2010, Week 4
May 2010, Week 3
May 2010, Week 2
May 2010, Week 1
April 2010, Week 5
April 2010, Week 4
April 2010, Week 3
April 2010, Week 2
April 2010, Week 1
March 2010, Week 5
March 2010, Week 4
March 2010, Week 3
March 2010, Week 2
March 2010, Week 1
February 2010, Week 4
February 2010, Week 3
February 2010, Week 2
February 2010, Week 1
January 2010, Week 5
January 2010, Week 4
January 2010, Week 3
January 2010, Week 2
January 2010, Week 1
December 2009, Week 5
December 2009, Week 4
December 2009, Week 3
December 2009, Week 2
December 2009, Week 1
November 2009, Week 5
November 2009, Week 4
November 2009, Week 3
November 2009, Week 2
November 2009, Week 1
October 2009, Week 5
October 2009, Week 4
October 2009, Week 3
October 2009, Week 2
October 2009, Week 1
September 2009, Week 5
September 2009, Week 4
September 2009, Week 3
September 2009, Week 2
September 2009, Week 1
August 2009, Week 5
August 2009, Week 4
August 2009, Week 3
August 2009, Week 2
August 2009, Week 1
July 2009, Week 5
July 2009, Week 4
July 2009, Week 3
July 2009, Week 2
July 2009, Week 1
June 2009, Week 5
June 2009, Week 4
June 2009, Week 3
June 2009, Week 2
June 2009, Week 1
May 2009, Week 5
May 2009, Week 4
May 2009, Week 3
May 2009, Week 2
May 2009, Week 1
April 2009, Week 5
April 2009, Week 4
April 2009, Week 3
April 2009, Week 2
April 2009, Week 1
March 2009, Week 5
March 2009, Week 4
March 2009, Week 3
March 2009, Week 2
March 2009, Week 1
February 2009, Week 4
February 2009, Week 3
February 2009, Week 2
February 2009, Week 1
January 2009, Week 5
January 2009, Week 4
January 2009, Week 3
January 2009, Week 2
January 2009, Week 1
December 2008, Week 5
December 2008, Week 4
December 2008, Week 3
December 2008, Week 2
December 2008, Week 1
November 2008, Week 5
November 2008, Week 4
November 2008, Week 3
November 2008, Week 2
November 2008, Week 1
October 2008, Week 5
October 2008, Week 4
October 2008, Week 3
October 2008, Week 2
October 2008, Week 1
September 2008, Week 5
September 2008, Week 4
September 2008, Week 3
September 2008, Week 2
September 2008, Week 1
August 2008, Week 5
August 2008, Week 4
August 2008, Week 3
August 2008, Week 2
August 2008, Week 1
July 2008, Week 5
July 2008, Week 4
July 2008, Week 3
July 2008, Week 2
July 2008, Week 1
June 2008, Week 5
June 2008, Week 4
June 2008, Week 3
June 2008, Week 2
June 2008, Week 1
May 2008, Week 5
May 2008, Week 4
May 2008, Week 3
May 2008, Week 2
May 2008, Week 1
April 2008, Week 5
April 2008, Week 4
April 2008, Week 3
April 2008, Week 2
April 2008, Week 1
March 2008, Week 5
March 2008, Week 4
March 2008, Week 3
March 2008, Week 2
March 2008, Week 1
February 2008, Week 5
February 2008, Week 4
February 2008, Week 3
February 2008, Week 2
February 2008, Week 1
January 2008, Week 5
January 2008, Week 4
January 2008, Week 3
January 2008, Week 2
January 2008, Week 1
December 2007
November 2007
October 2007
September 2007
August 2007
July 2007
June 2007
May 2007
April 2007
March 2007
February 2007
January 2007
December 2006
November 2006
October 2006
September 2006
August 2006
July 2006
June 2006
May 2006
April 2006
March 2006
February 2006
January 2006
December 2005
November 2005
October 2005
September 2005
August 2005
July 2005
June 2005
May 2005
April 2005
March 2005
February 2005
January 2005
December 2004
November 2004
October 2004
September 2004
August 2004
July 2004
June 2004
May 2004
April 2004
March 2004
February 2004
January 2004
December 2003
November 2003
October 2003
September 2003
August 2003
July 2003
June 2003
May 2003
April 2003
March 2003
February 2003
January 2003
December 2002
November 2002
October 2002
September 2002
August 2002
July 2002
June 2002
May 2002
April 2002
March 2002
February 2002
January 2002
December 2001
November 2001
October 2001
September 2001
August 2001
July 2001
June 2001
May 2001
April 2001
March 2001
February 2001
January 2001
December 2000
November 2000
October 2000
September 2000
August 2000
July 2000
June 2000
May 2000
April 2000
March 2000
February 2000
January 2000
December 1999
November 1999
October 1999
September 1999
August 1999
July 1999
June 1999
May 1999
April 1999
March 1999
February 1999
January 1999
December 1998
November 1998
October 1998
September 1998
August 1998
July 1998
June 1998
May 1998
April 1998
March 1998
February 1998
January 1998
December 1997
November 1997
October 1997
September 1997
August 1997
July 1997
June 1997
May 1997
April 1997
March 1997
February 1997
January 1997
December 1996
November 1996
October 1996
September 1996
August 1996
July 1996
June 1996
May 1996
April 1996
March 1996
February 1996
January 1996
December 1995
November 1995
October 1995
September 1995
August 1995
July 1995
June 1995
May 1995
April 1995
March 1995
February 1995
January 1995
|
|
