Education Policy Brief

Examining College Remediation Trends in Indiana

Jonathan A. Plucker, Rose Lynn Wongsarnpigoon, and John H. Houser

VOLUME 4, NUMBER 5, SPRING 2006

education is fairly high. For example, 28 CONTENTS INTRODUCTION percent of freshmen—defined by NCES as first-year, first-time students—registered The need for college remediation is a Status of College Remedial for at least one remedial course in fall Education in the U.S...... 1 strong predictor that a student will fail to 2000, most frequently in remedial mathe- achieve a college degree. Sometimes matics courses, followed by writing Who enrolls in college remedial referred to as developmental education or courses? ...... 2 courses and reading courses, respectively. basic skills education, remedial courses While the proportion of freshmen taking Why is there an increasing need involve instruction in academic content for remedial education? ...... 2 remedial courses did not change between and development of skills that are prerequi- 1995 and 2000, the average length of time What are the costs of providing sites for success in college-level courses. remedial education?...... 3 they spent in these courses has increased. While college remediation is a growing In 1995, 33 percent of institutions offering Who is responsible for providing concern among educators and policymak- remedial education?...... 3 remediation reported that students spent an ers today, its presence in the college curric- average of one year or more in remedial Why is collaboration necessary ulum is not new, and its origin in the United courses, while 40 percent of institutions between secondary and th States can be traced as far back as the 17 reported the same in 2000. postsecondary institutions? ...... 4 century. Formal preparatory programs What is the result of completing were established in the 18th century, and In general, most colleges and universities remedial courses? ...... 4 the first official remedial education pro- had similar organizational structures for Remedial Education in Indiana ...... 5 grams began in 1849 at the University of their remediation programs during the fall Wisconsin. As colleges and universities semester of the 2000-01 academic year. What is Indiana doing to lessen 1 college remediation participation? 6 have grown and student enrollment has Approximately 57 to 61 percent of institu- tions determined students’ need for reme- Policy Perspective - Stan Jones...... 8 increased over the years, the number of stu- dents underprepared for college-level diation by administering placement tests, Conclusions and and 75 to 82 percent required underpre- Recommendations ...... 9 coursework has increased as well (Meriso- tis & Phipps, 2000). This Education Policy pared students, identified through such End Notes ...... 9 Brief reviews the status of remedial educa- placement tests, to enroll in remedial References ...... 10 tion at the postsecondary level by examin- courses. While over two-thirds of the insti- List of CEEP Publications...... 11 ing state and national data and considers tutions restricted the type of credit students could earn from remedial courses to insti- Web Resources...... 12 why college-level remedial programs are necessary. This Brief also examines the tutional credit (as opposed to credit count- costs and systems of delivery for these pro- ing toward their degrees), only 26 percent grams, and strategies to lessen the need for limited the amount of time students could remediation. remain in remedial education. Between UPCOMING POLICY BRIEFS AND 1995 and 2000, the proportion of institu- REPORTS . . . tions that placed restrictions on regular coursework students could take simulta- Redesigning High Schools -2006 STATUS OF COLLEGE REMEDIAL neously with remedial coursework Update EDUCATION IN THE U.S. increased significantly from between 64 and 67 percent in 1995 to between 82 and Trends in Teacher Recruitment, The National Center for Education Statis- 88 percent in 2000. In addition, the major- Retention, and Rewards tics (NCES) published a report in 2003 that ity of institutions provided remedial provided significant information about the courses through traditional academic Indiana’s Mathematics and Science extent of remedial education at the postsec- Performance: Do We Measure Up? departments in 2000 rather than creating ondary level as of the fall of 2000. Accord- departments specifically for remedial edu- ing to the report, the need for remedial cation (NCES, 2003). tant director of academic affairs at the skill mastery and for determining remedia- Illinois Board of Higher Education, tion needs at the college level. According to Who enrolls in college remedial explains that this population “can be David H. Ponitz, former president of Sin- courses? thought of as bipolar in terms of age and clair Community College in Dayton, Ohio, time elapsed between secondary and post- 65 percent of jobs in 1998 required workers Students who enroll in remedial courses secondary educational experiences” to have the advanced skills of a “generalist/ constitute a very diverse population on (Ignash, 1997, p. 10). For instance, in the technician,” while only 15 percent of jobs numerous levels. According to a 2002 1999-2000 school year, about as many required similar skills in 1978 (Breneman, NCES study, students of various ethnicities adults over the age of 23 enrolled in col- Costrell, Haarlow, Ponitz, & Sternberg, tend to have different remediation needs. lege-level remediation as did freshmen 23 1998). As technology continues to play a Of first- and second-year undergraduates in years of age or younger (NCES, 2002). larger role in the workforce and as more 1999-2000, white students were the least With a longer gap in between their high people enroll in higher education, colleges likely to have taken any remedial courses, school and college education, older adults and students are under mounting pressure at 31.9 percent. African American students understandably may need remediation to to raise the level of skills acquired in col- were the most likely of those students to refresh their knowledge of academic mate- lege courses. Many institutions are have taken remedial coursework at some rial they presumably learned in the past. On responding to these changes by elevating point in their collegiate career (45.9 per- the other hand, educators and policymakers the standards for college-level mathematics cent), while Hispanic students were the debate why recent high school graduates do courses. For instance, public postsecondary most likely to actually be taking a remedial not possess the skills and competencies institutions in Illinois moved Intermediate course during the 1999-2000 school year they should have learned in high school Algebra from the college-level category of (27.7 percent). Compared to African Amer- (Merisotis & Phipps, 2000; Oudenhoven, courses to the developmental-level in 1993 ican and white students, higher proportions 2002). Thus, one reason that the solution (Ignash, 1997). College students today are of Asian and Hispanic students enrolled in for reducing the need for remedial educa- facing higher academic demands than ever remedial reading and writing courses. Of tion is unclear is that the population of stu- before, so remedial education is essential the students who took remedial courses in dents needing college remediation is widely for meeting the needs of students who are 1999-2000, about three-quarters of African diverse in terms of background and needs. not yet prepared to fulfill these demands. American, white, and Hispanic students took remedial mathematics courses, com- Many students are entering college without pared to 58 percent of Asian students. already having mastered prerequisite skills. In 2005, Achieve, Inc. sponsored a survey Students’ socioeconomic status, parents’ Why is there an increasing need for of nearly 1,500 recent high school gradu- levels of educational attainment, and dis- remedial education? ates, 400 employers, and 300 college ability status affect participation in college instructors. This survey revealed that remediation as well. Student income level The rising number of college students need- instructors estimated that 42 percent of stu- is inversely proportional to the likelihood ing remedial education is not necessarily an dents come to college unprepared, and 39 of taking remedial courses. Of legally indication that students are becoming less percent of recent high school graduates dependent students in 1999-2000, 26.1 per- capable or hard-working; rather, increasing admitted they were not ready for college cent of first- and second-year students in enrollment in higher education, heightened coursework (Peter D. Hart Research Asso- the bottom income quartile took remedial competition in the job market, and poor ciates/Public Opinion Strategies, 2005). courses, compared to 18.8 percent of those high school preparation all affect the level Furthermore, in 2005 only 21 percent of in the middle quartiles and 18.4 percent of of need for remedial education. The sheer high school students who took the national those in the top income quartile. The trend number of students enrolling in postsec- ACT college entrance exam met the college is similar for first- and second-year students ondary institutions has risen significantly in readiness benchmarks in biology, algebra, who are considered independents, with recent years. U.S. Census Bureau data social sciences, and English composition 23.8 percent of those in the bottom income show that from 1955 to 2003, there has (ACT, Inc., 2005). quartile taking remedial coursework, 19.9 been a steady increase in all age groups of percent of those in the middle quartiles, and college students across the country. In In a 2004 CEEP Education Policy Brief, 14 percent of those in the top quartile. Fur- October 2003, the number of students Jonathan Plucker, Jason Zapf, and Terry thermore, 18 percent of students whose par- enrolled in postsecondary institutions was Spradlin addressed high schools’ effective- ents completed at least bachelor’s degrees 16.6 million, up from 14.4 million only a ness in preparing students for future suc- took remedial courses in the 1999-2000 decade earlier (U.S. Census Bureau, 2005). cess. They reported that while college school year, compared to over 21 percent of Undergraduate enrollment rose 15 percent preparatory classes in high school posi- students whose parents did not acquire between 1998 and 2002 (NCES, 2004). tively impact student academic achieve- postsecondary degrees. Finally, more stu- While there was an increase in the number ment at the college level, many high school dents who reported having a disability took of freshmen enrolled in remedial education students lack access to such courses and to remedial courses than did non-disabled stu- from 1995 to 2000, the proportion of col- other advanced classes. At the same time, dents (NCES, 2002). lege freshmen enrolled in remedial educa- some high school teachers’ low expecta- tion did not increase (NCES, 2003). tions for students influence the types of Age is another significant factor to consider classes that students can take and conse- in the population of college students need- Competition in the job market is becoming quently their success beyond high school. ing remediation. Jan M. Ignash, the assis- more intense, affecting the standards for Low expectations influence students’ atti-

Examining College Remediation Trends in Indiana — 2 tudes and work ethics: according to The costs of remedial education are clearly Achieve, Inc., 81 percent of surveyed stu- high, and many colleges question how will- dents said “they would have worked harder ing they are to continue paying. Some argue Who is responsible for providing if their high school experience had that such expenses divert funding from remedial education? demanded more of them” (Peter D. Hart more valuable and appropriate college- Research Associates/Public Opinion Strate- level investments and that high schools Partly because of the great costs associated gies, 2005). Numerous researchers and pol- should bear some of the cost for failing to with remedial education, policymakers and icymakers suggest that high schools must instill in graduates mastery of basic skills. educators have debated who should assume improve student achievement, through rig- Moreover, taxpayers have complained that the financial responsibility for providing orous and relevant curriculum as well as they are paying twice for students’ educa- remedial coursework. In 2000, 76 percent high expectations for students, in order to tion in basic skills—once in high school of postsecondary institutions offered at alleviate the need for college remediation. and then again in college (Ignash, 1997; least one remedial course. Of all the institu- Oudenhoven, 2002). tions that offered remedial coursework, 43 High schools often fail to motivate students percent were public two-year institutions most during their last year of high school. —public two-year colleges provided reme- Many high school seniors experience dial education more than any other type of “senior slump,” during which they focus higher education institution, whereas pri- less on academics and more on relaxation . . increasing enrollment vate institutions were least likely to offer (Kirst & Venezia, 2001). For instance, remedial courses. In addition, freshmen in many high school seniors do not take math- in higher education, public two-year colleges remained in reme- ematics classes because they have already heightened competition dial courses longer than freshmen in public fulfilled the minimum mathematics require- in the job market, and poor four-year schools (NCES, 2003). ment for college admission, or they do not work as hard to keep their grades high after high school preparation all The Education Commission of the States they are admitted to college. Many experts affect the level of need for reported that the issue of “making commu- argue that the “senior slump” often remedial education. nity colleges responsible for remedial edu- accounts for students forgetting or never cation” was the college remediation issue achieving certain skills by the end of high debated in the highest number of states in school and consequently needing remedia- 2002 (Jenkins & Boswell, 2002). Many tion in college (Kirst & Venezia, 2001). claim that aiding underprepared students is an integral part of the mission of commu- However, the social costs of not providing nity colleges; thus, community colleges should logically shoulder the responsibility What are the costs of providing remedial education may outweigh the eco- for providing remedial education. Because remedial education? nomic costs of its provision. The $1 billion spent annually on remedial education con- remedial courses are not college-level, Many people criticize the high costs associ- stitutes less than one percent of the total many four-year colleges assert that they ated with college remediation, for which yearly expenditure toward public higher should not be responsible for providing consistent and accurate numbers are hard to education—a cost that researchers David such coursework. Additionally, these determine. With unclear standards about Breneman and William Haarlow at the Uni- schools worry that remedial programs what constitutes remedial education, and versity of Virginia stress is well worth the unfairly lower their academic reputations. which particular expenses colleges and uni- benefits of remediation for individuals and The resources that four-year institutions versities consider in their reports, the actual for society as a whole. Refusing to offer allocate for remedial education should cost of remedial education is probably remedial courses means refusing a signifi- instead, some higher education officials higher than reports claim (Merisotis & cant portion of the student population the suggest, go toward supporting degree pro- Phipps, 2000). Reports from both busi- opportunity to succeed in college and grams (Ignash, 1997; Oudenhoven, 2002). nesses and postsecondary institutions indi- beyond, especially in an age of advancing Consequently, there have been attempts to cate the costs of remedial education were job requirements (Breneman & Haarlow, limit or eliminate remedial education pro- approximately $601 million in Michigan in 1999; Merisotis & Phipps, 2000). Accord- grams in various four-year colleges and 2000 and $541 million in Alabama in 2004 ing to an Education Commission of the universities across the country. For (Greene, 2000; Hammons, 2004). At the States national survey, “limiting or elimi- instance, the California State University national level, loss of productivity and nating remedial courses in higher educa- system decided in 1999 to enforce stricter remedial costs adds up to approximately tion” was one of the most debated issues in limits on the length of time students can $16 billion per year for businesses and 2002 among the states regarding commu- take part in remedial programs in order to schools due to lack of appropriate skills nity college remedial education; it was also reduce the number of students enrolling in held by workers and students (National an issue for which no state had reported tak- remedial coursework at four-year schools. Education Summit on High Schools, 2005). ing action (Jenkins & Boswell, 2002). Even The four-year institutions in the City Uni- Remedial education in public colleges with complaints regarding expenses of versity of New York (CUNY) system have alone costs over $1 billion annually (Bren- remediation, colleges have yet to find alter- stopped offering remedial coursework and eman et al., 1998). natives that sufficiently meet student and now only admit students who pass specific societal needs. skills-assessment tests (NCES, 2003). Sim-

Examining College Remediation Trends in Indiana — 3 ilarly, the state of Nevada will no longer present in elementary and secondary educa- expectations. This should result in bet- fund remedial courses at state universities tion, claiming that they have the right to ter prepared students and a more mean- after the 2005-06 school year (Varughese, make decisions independently (Kirst & ingful high school diploma. (p. 2) 2005). Such restrictions are meant to shift Venezia, 2001; Olson, 2001). Building strong connections between high more complete responsibility for the provi- schools and colleges appears to be an sion of remediation to two-year colleges. important step toward lowering the need for In contrast, other experts insist eliminating The more remedial college remediation. remedial education from four-year institu- courses a student takes, tions places unfair burdens on community the smaller his or her colleges. Not only would the costs be What is the result of completing extremely high, but there would be the risk likelihood of completing remedial courses? of strengthening the “caste system” devel- an undergraduate degree. oping between two-year and four-year col- For students needing Another pressing concern regarding col- leges (Oudenhoven, 2002). Just as officials lege remediation is its effect on student at four-year institutions resist tainting their remediation in reading, achievement. Clifford Adelman (1998), in schools’ reputations with remedial course- success in college is research conducted for the U.S. Depart- work, community college leaders do not especially low. ment of Education, found that the amount want their institutions to be considered and type of remediation students receive remedial schools. Because research shows correlate with their success in college. The that more minority and low socioeconomic more remedial courses a student takes, the status students need remediation, refusal to However, experts assert that collaboration smaller his or her likelihood of completing provide remedial courses at four-year insti- between secondary and postsecondary sys- an undergraduate degree. For students tutions could widen achievement gaps tems is essential to effectively reducing the needing remediation in reading, success in between different groups (Ignash, 1997). need for remedial college courses. Steady college is especially low. Students who At the same time, some four-year colleges communication between the two sectors took remedial reading required more over- would suffer a significant loss of enroll- and alignment of high school curricula to all remedial coursework than others who ment if they turn away all students who college placement requirements can facili- did not, with 66 percent of those in reme- require remediation (Oudenhoven, 2002). tate students’ college preparation. Further- dial reading taking three or more additional Presently there is no single decision that more, creating a clear connection to higher remedial classes. Of those in more than one would satisfy all educators, policymakers, education can increase students’ motiva- remedial reading course, less than 9 percent and students, and a nationwide effort to tion to work hard in high school (Kirst, earned bachelor’s degrees, compared to 54 transfer sole responsibility for remedial 2001; Olson, 2001). By informing students percent of those who required no remedial education to community colleges does not how to prepare for college placement education. Adelman claims such results are seem a viable option. exams and by making college admission indicative that college remediation in its contingent on senior year achievement, current state is ineffective and a waste of postsecondary educators can also help resources. reduce the occurrence of “senior slump” However, other researchers stress that (Kirst, 2001). Some states, including New remedial courses really do help underpre- Why is collaboration necessary York, Oregon, and Maryland, have between secondary and pared students succeed. A study done at Ivy matched college admission policies with Tech Community College of Indiana com- postsecondary institutions? high school assessments. In addition, pared full-time, underprepared students One of the primary problems related to col- national projects such as Standards for Suc- who took remedial courses to full-time lege remediation is the ambiguity of what cess and the American Diploma Project underprepared students who did not take constitutes “college-ready skills” and the have been developed in an effort to evaluate such courses. The study revealed that the inconsistency of high school curriculum and extend the relationship between sec- students who enrolled in remedial course- and academic standards. Consequently, ondary and postsecondary schools (Olson, work received better grades in college-level what colleges expect and what students 2001). In a news release from Achieve, Inc. courses and higher grade point averages actually achieve in high school frequently (2006), one of the partners in the American than similar students who did not take do not match, resulting in high demand for Diploma Project, Achieve’s executive vice remedial courses. In addition, those who remedial courses. Aligning secondary and president Matthew Gandal states: completed their remediation attained more higher education objectives and assess- It is clear that the states moving the far- college credits than those who only com- ments is difficult because the two systems thest and the fastest are those that have pleted some remediation, who in turn are organized and run differently, and there effectively overcome the traditional attained more college credits than those is generally a lack of public forum for dis- barriers between the K-12 community who needed yet received no remediation cussion and problem-solving among educa- and postsecondary worlds. Leaders (Batzer, 1997). In a similar study of public tors at both levels (Olson, 2001). At the from the K-12 community are working postsecondary institutions in Ohio, same time, many postsecondary school alongside leaders from higher educa- researchers concluded that “students in officials hesitate to get closely involved tion and business—in many cases for remediation [had] better educational out- with the high level of political influence the first time ever—to align their comes in comparison to students with sim-

Examining College Remediation Trends in Indiana — 4 ilar backgrounds and preparation who were Indiana’s public institutions of higher edu- Islander students had the lowest percent- not required to take the [remedial] courses” cation range significantly in how many of ages in both remedial categories, with 3.3 (Bettinger & Long, 2005, p. 20). For exam- their students participate in remedial educa- percent attending remedial mathematics ple, underprepared students decreased their tion. From 2000-01 to 2003-04, of schools courses, 2.7 percent in remedial language probability of dropping out of college and other than Ball State University and Purdue arts, and 5 percent in either remedial math- increased their probability of receiving a University-West Lafayette, which do not ematics or language arts. In all other demo- degree by completing remedial courses in offer remedial education, percentages of graphic groups, each population had mathematics and English (Bettinger & participation among undergraduates per roughly twice as many undergraduates in Long, 2005). Studies of Indiana students school ranged from lows of 0.4-2.5 percent remedial mathematics courses as in reme- who graduated from high school in 2000 to highs of 41-42.7 percent. The lowest lev- dial language arts. and immediately enrolled in higher educa- els of freshman participation in Indiana Remedial rates for all racial and ethnic tion found that when other variables are postsecondary institutions that had any groups rose through 2003-04. African removed, white, Hispanic, African Ameri- remedial education ranged from 0.7 to 6.3 American students were still the most likely can, and first-generation students from percent, while the schools with the highest to be in remedial education while Asian those demographics who take both reme- participation in remedial education had American/Pacific Islander students were dial mathematics and language arts courses between 49.1 and 51.5 percent of their the least likely. However, 24.8 percent of are more persistent than students who take freshman students taking at least one reme- African Americans were now taking reme- no remedial courses (Simmons, Musoba, & dial course (Indiana Project on Academic dial mathematics and 13.8 percent were Chung, 2005; St. John, Carter, Chung, & Success, 2006). Furthermore, at Indiana taking at least one remedial language arts Musoba, 2004). University-Bloomington, the state’s largest course, with a total of 28.2 percent of Afri- university campus, one in seven freshmen 2 can American undergraduates in either currently require remedial classes. mathematics or language remediation. REMEDIAL EDUCATION IN The face of remedial education has shifted Asian American/Pacific Islander under- INDIANA sharply since 1999 in Indiana’s postsecond- graduates now had 4.3 percent in remedial ary institutions. Of the 14 state college and mathematics and 4.4 percent in remedial The percentage of high school graduates university campuses that offered remedial language arts, with 7 percent taking either enrolled in higher education is increasing education from 1999-2000 to 2003-04, 8 remedial mathematics or language. steadily in Indiana. The percentage of new had a decrease in number of remedial sec- Increases in the percentage of students in high school graduates enrolled in college tions offered and 9 had a decrease in reme- remedial mathematics ranged from a 15 per- courses increased from 50 percent in 1992 dial enrollment (see Table 3 on page 7). The cent increase for white undergraduates to a to 62.4 percent in 2002, while the national sharpest decreases among these were Indi- 47 percent increase for Hispanic students. numbers during that time period increased ana University Purdue University-India- In language arts, changes in remediation from 53.6 to 56.6 percent. Over this 10-year napolis and Indiana University-South rates for each undergraduate demographic period, Indiana’s college-bound rate moved Bend. Remedial enrollment at Ivy Tech th th ranged from a 4 percent increase for Native from 34 in the nation to 10 (Indiana Community Colleges of Indiana soared Americans to a 63 percent increase for Commission for Higher Education, 2005). during this time period, resulting in Ivy Asian American/Pacific Islander students. According to data from the Indiana Project Tech offering 79 percent of Indiana’s reme- Overall, Indiana’s Hispanic population has on Academic Success (2006), there were dial sections and instructing 77 percent of seen the sharpest increase in remedial rates, 316,754 undergraduates pursuing a two- or Indiana’s remedial students by 2003-04, in with a 44 percent increase of Hispanic stu- four-year degree in Indiana public higher contrast to 63 percent and 58 percent, dents in either mathematics or language arts education institutions for the 2003-04 aca- respectively, in 1999-2000. From 1999- remediation over the two-year period. The demic year. Of those students, 13.6 percent 2000 to 2003-04, Ivy Tech saw a four-year percentage of white students in remedial took at least one mathematics or language increase of 1,266 remedial sections and classes had the smallest increase, growing arts remedial course. Of the 92,624 fresh- 25,148 remedial students. It should be by 14 percent. The overall percentage of man students (defined as students that have noted that these remedial enrollment fig- undergraduate remediation in either mathe- completed less than 25 percent of credits ures are limited and to be interpreted with matics or language arts over this time necessary for degree completion) pursuing caution, as they are a duplicated headcount period increased from 11.8 to 13.6, a 15 degrees in Indiana’s public institutions of for those enrolled in both remedial mathe- percent jump. higher learning in 2003-04, 23.3 percent matics and language arts. took at least one remedial mathematics or Of those attending Indiana public institu- language arts course. Enrollment and reme- tions of higher learning who reported race diation participation rates have steadily and ethnicity in 2001-02,3 African Ameri- increased since 2000-01 for undergraduate can students were most likely to participate students. Although enrollment for freshman in remediation in both mathematics and students has remained relatively unchanged language arts, with 21.1 percent of African over this time, remediation participation American undergraduates in remedial rates have increased (see Tables 1 and 2 on mathematics, 13.2 percent in remedial lan- page 6). guage arts, and 24.5 percent taking at least one of the two. Asian American/Pacific

Examining College Remediation Trends in Indiana — 5 TABLE 1. Undergraduates in Indiana Public Higher Education Taking Remedial Coursework Number of % Taking Remedial % Taking Remedial % Taking Remedial Undergraduates Mathematics Language Arts Mathematics and Language Arts 2000-01 289,211 9.0 4.3 2.8 2001-02 303,349 10.3 4.6 3.1 2002-03* 309,941 11.0 4.7 3.3 2003-04* 316,754 12.1 5.0 3.5 * Remedial information was missing for 4.7 percent of the population in 2002-03 and 5 percent of the population in 2003-04.

Source: Indiana Project on Academic Success (2006).

TABLE 2. Freshman Students in Indiana Public Higher Education Taking Remedial Coursework Number of Freshman % Taking Remedial % Taking Remedial % Taking Remedial Students Mathematics Language Arts Mathematics and Language Arts 2000-01 91,544 15.5 7.5 4.9 2001-02 91,203 18.0 7.5 5.0 2002-03* 88,629 18.8 7.7 5.3 2003-04* 92,624 20.2 8.9 5.8 * Remedial information was missing for 3.9 percent of the population in 2002-03 and 4.1 percent of the population in 2003-04.

Source: Indiana Project on Academic Success (2006).

required to complete a college- and work- In addition to these two realized impera- What is Indiana doing to lessen ready curriculum to earn a high school tives, the ADP Indiana Action Plan (2006) college remediation participation? diploma. Indiana achieved these impera- includes a 36-month work plan, which Indiana has taken multiple steps to lessen tives through revisions to the requirements started in August 2005, to streamline the the need for remedial education among its of Core 40, a high school curriculum that assessment process so that high school incoming undergraduates. Indiana is one of was created with the input of teachers, post- assessment tests can double as measures of 22 states to join in the American Diploma secondary faculty, and employers to deter- college and workplace readiness, and to Project (ADP), an effort to raise the expec- mine the curriculum needed for success increase accountability for high schools tations and achievement of high school stu- after graduation. Indiana will require and postsecondary institutions to properly dents to foster success in college and the incoming freshmen in the 2007-08 school teach and foster success in their respective workplace. Members of the ADP network year to complete Core 40 in order to earn students. The plan to streamline and have committed to a common policy their high school diploma, with an opt-out improve assessment includes developing agenda, centered on four main objectives. provision, and have made it a minimum and testing new Core 40 end-of-course Of these objectives, Indiana has established requirement for admission to Indiana’s assessments; continuing analysis of assess- policy for two and is working towards the four-year universities starting in 2011 ment options, academic standards, and nec- implementation of the remaining two. (ADP Indiana Action Plan, 2006). Indiana essary work and college readiness levels; is one of 5 states that have aligned their and making these assessments matter by Indiana claims success in aligning aca- high school standards with college and including them on high school transcripts demic standards in high school with the workplace expectations, and 30 other states and encouraging employers and postsec- expectations for college and workplace have or will soon have similar processes ondary institutions to use the transcripts in success, as well as improving high school underway (Achieve, Inc., 2006). their hiring and acceptance decisions. Only course requirements so that all students are

Examining College Remediation Trends in Indiana — 6 TABLE 3. Number of Remedial Sections and Total Remedial Enrollment at Indiana Public Postsecondary Institutions (Duplicate Headcount*) 1999-2000 2000-01 2001-02 2002-03 2003-04 Sections Head- Sections Head- Sections Head- Sections Head- Sections Head- count count count count count

IU-Bloomington 25 710 27 841 28 875 32 943 33 916 Purdue-W. Lafayette0000000000 IUPUI 190 4,533 159 4,005 111 3,222 108 2,098 25 462 Ball State 0000000000 Indiana State 9 135 7 197 6 136 11 197 17 355 U. of Southern Indiana 56 1,314 53 1,304 68 1,762 80 1,952 78 1,659 IU-East 60 1,057 30 1,121 68 1,106 70 1,003 57 985 IU-Kokomo 28 553 26 490 24 493 23 516 25 638 IU-Northwest 60 1,080 49 1,037 46 945 44 908 36 870 IU-South Bend 116 2,142 116 2,192 40 964 46 884 38 864 IU-Southeast 50 970 52 1,004 51 1,088 42 949 33 767 IPFW 101 2,307 103 2,251 88 2,192 97 2,211 101 2,282 Purdue-Calumet 68 1,929 60 1,801 60 1,569 54 1,335 43 1,140 Purdue-North Central 14 350 16 465 16 445 15 369 16 325 Vincennes 365 5,128 349 4,701 357 5,055 337 5,074 340 5,057 Ivy Tech 1,919 30,460 2,192 34,266 2,617 44,115 2,828 49,462 3,185 55,608 Total 3,061 52,668 3,239 55,675 3,580 63,967 3,787 67,901 4,027 71,928 * Headcount duplicated for those who were in both remedial mathematics and remedial language arts.

Source: Indiana Commission for Higher Education (2005b), and Indiana University Reporting and Research (2006).

six states currently report that statewide It is the aim of these policies to improve tests given to students in high school are college persistence and completion rates. used for college admissions or placement, However, it seems very likely that a reduc- while Indiana is one of eight that are cur- tion in the need for remedial education rently considering such measures (Achieve, could also be a benefit of the implementa- Inc., 2006). The plan to increase account- tion of these policies. According to the ability includes seeking to make the Core Indiana Commission for Higher Education 40 assessments the primary indicators of (2005b), the need to invest resources into high school performance, establishing a K- remedial education will be diminished as 16 longitudinal data system, linking K-16 “Indiana high school students become more education to relevant labor market informa- aware of the requirements for admission tion, continuing the development of an and success in Indiana’s colleges and uni- electronic transcript system, and identify- versities and opportunities for Indiana high ing institutional performance indicators school students to pursue and successfully and publishing college report cards. complete a Core 40 or the Academic Hon- ors diploma increase” (p. 30).

Examining College Remediation Trends in Indiana — 7 Policy Perspective

REMEDIATION: A BALANCED APPROACH

Stan Jones As noted in this policy brief, it is not just enough It should be noted that the transformation at Ivy to provide students with access to a college pre- Tech has optimized opportunities and partner- paratory curriculum. We also must ensure that ships in other sectors of the state’s higher educa- the quality of the courses taught is consistent tion structure. Most notably has been the across the state and aligned with the expecta- realignment of the Indiana University and Pur- tions of entry-level college work. Also noted in due University systems to shift a large portion of this brief, Indiana’s participation in the Ameri- remedial instruction to the local Ivy Tech cam- can Diploma Project is making consistent qual- puses. Modeled after the successful “Passport” ity a reality by aligning high school graduate program between IUPUI and the Ivy Tech-Indi- requirements in reading, writing, and mathemat- anapolis campus, students who aspire to attend a ics with the admissions standards of the state’s regional four-year campus, but have deep reme- colleges. Through these efforts, Indiana’s new dial education needs, are provided with a pre- Remedial education at the collegiate level is at a high school End-of-Course Assessments (ECA) scriptive list of courses, which must be significant crossroads, both in Indiana and are being aligned with the course placement successfully completed at the local Ivy Tech around the nation. On one hand, there is increas- exams used by the state’s public colleges and community college. Once completed, these stu- ing pressure to limit the amount of remedial universities. dents are automatically admitted to the four-year instruction offered by our colleges and universi- campus. Such partnerships optimize the overall The new ECA system will improve the quality ties. We expect our colleges and universities to system by localizing remedial education in a and consistency of the state high school courses, support efforts to increase student preparedness sector that is least expensive to the student and provide schools the opportunity and time to at the secondary level, thus eliminating the need the state. for financially burdensome high school level ensure that students have the necessary skills for coursework at an institution of higher education. success in college prior to graduation, and con- Even with these promising developments, there At the same time, we put considerable pressure tinue to align high school coursework with Indi- is room for improvement. Remedial education on our colleges to expand efforts to serve the ana’s nationally recognized Academic must be repackaged and delivered to students in needs of our working adults, a population that Standards. Linking Indiana’s standards, Core 40 ways that depart from current and historical ranks low nationally in educational attainment curriculum, ECAs, and college course place- practices. Clearly, the approach of an isolated and has varying degrees of developmental edu- ments will create a powerful foundation for all program or department offering remedial cation needs. As outlined by this policy brief, Indiana students and schools to achieve at instruction separate from an actual degree pro- collective efforts across the state's educational higher levels. gram or certification just does not work. Most system are realizing a balanced approach to adult students do not come to college seeking Although pre-college remediation will be serving all students. remediation—they aspire to obtain an educa- diminished for future Hoosier high school grad- tional experience that will lead to a better job, a uates, remedial education still will be necessary First and foremost, Indiana has resolved to new employable skill base, or a specific degree. increase the preparation of all high school stu- to support the developmental needs of our cur- Our community colleges must find creative rent adult population, particularly those adults dents and, thereby, reduce the need for expen- strategies that embed basic skill remediation without a high school diploma. Over the past sive remediation later on. More than a decade directly into the academic and technical pro- ago, Indiana business and education leaders rec- several years, the Commission for Higher Edu- gram courses, giving students a taste of what cation has supported the transformation of Ivy ognized that the state and its citizens would face they came to experience. Additionally, we must Tech’s mission from a primarily technical col- severe economic hardship unless more young find ways to deliver these programs in more people were ready for college and the demands lege to a robust community college. A central manageable ways, providing these students part of this mission expansion has been an of the knowledge-based global workplace. (many of which are part-time and have been out increased emphasis in serving the educational At that time, the Core 40 curriculum (a college- of school for long periods of time) with timely needs of Indiana’s adult workers, a segment of milestones that provide immediate benefit and prep/workplace-ready curriculum) was intro- the state’s population that has been historically encouragement to continue. duced and implemented as a voluntary diploma underrepresented in higher education and low in track for high school students. After twelve overall educational attainment. At the onset of Fortunately, Indiana has been able to break years of Core 40 being a voluntary curriculum, this transformation, an ambitious goal was set to through the “chain of blame” that typically takes Indiana has legislated Core 40 to be the default increase enrollment at Ivy Tech by 30,000 new place across educational sectors and grade levels curriculum. Additionally, the need to success- students by the year 2009. Today, Indiana in regards to poor student preparation. In many fully complete Core 40 will be reinforced by already has reached 91% of this goal. respects, leaders from all levels of our educa- Indiana’s public four-year colleges and universi- tional system are realizing their roles and work- ties as it becomes the minimum course require- ing together to achieve a common resolve—a ment admission standard for Hoosier students Stan Jones is continuous, synchronized education pipeline beginning with the high school graduating class the Commissioner of the with complete commitment to student success. of 2011. Many of our universities have begun This means a solid foundation and expanded taking this step and will require Core 40 at a Indiana Commission for opportunity for Indiana’s current and future stu- minimum for college acceptance well before the Higher Education dents, their families, and communities. 2011 deadline.

Examining College Remediation Trends in Indiana — 8 3. Curricular alignment between K-12 CONCLUSION and higher education is needed. The END NOTES impending implementation of Core 40 Success during college and completion of a as a requirement for both graduation 1. Ranges in percentages occur due to differ- bachelor’s degree is dependent upon stu- and admission to an Indiana four-year ent policies for different academic sub- dents’ level of preparation during high postsecondary institution appears to be jects. school. The quality of courses completed a strong step in this direction. Methods 2. As found in Indianapolis Star article by in high school is a greater predictor of col- of assessment should be established to Hupp (2006), regarding admissions stan- lege success than test scores, class rank, or measure the impact of these policies dards at Indiana University-Bloomington. grade point average (Barth, 2003). The once the first class held to these stan- 3. Race and ethnicity information for the relationship between high school prepara- dards enters college in 2011. 2000-01 class was missing for 16.9 percent tion and college success is perhaps most 4. Use statewide tests given to students in of students, so was not deemed appropriate evident in mathematics courses. Students to judge racial or ethnic enrollment. Data high school for college admissions or for race and ethnicity were missing for 4.2 who complete high school math courses placement purposes. Efforts to include higher than Algebra II double their chances percent of the 2001-02 class, and 5 percent student scores on high school tran- was missing for 2003-04. of successfully earning a college degree scripts, including the Indiana e-Tran- (Adelman, 1999, cited in Barth, 2003). The script, should be encouraged. Legis- initiatives to increase the rigor of the high lation to include results of Core 40 AUTHORS school curriculum undertaken by Indiana assessments as primary indicators of through its participation in the American high school performance and make Jonathan A. Plucker Diploma Project will likely contribute to a those results available to universities ([email protected]) is Director of reduction in student participation in col- should also be supported. the Center for Evaluation & Education lege remediation and an increase in the col- Policy and associate professor of edu- lege persistence and completion rates of 5. Hold high schools accountable in pre- cational psychology and cognitive sci- students. More can and should be done to paring high school graduates to be ence at Indiana University. ensure these objectives are realized. “work-ready” or “college-ready.” The steps toward high school accountability Rose Lynn Wongsarnpigoon in forming students who are ready for ([email protected]) was an under- RECOMMENDATIONS college-level coursework included in graduate Research Assistant at CEEP Indiana’s ADP Network Action Plan during the fall 2005-06 semester. 1. All high school students should have the provide a good foundation for encour- option to take—and should be encour- aging high schools to lessen the need John H. Houser aged to take through their senior year— for remedial education. Strengthened ([email protected]) is a Graduate high-level mathematics, English, and emphasis on Core 40 requirements and Research Assistant at CEEP. science courses to prepare them for the assessments should foster more college- rigors of college or the workforce. ready students, and exploration of best practices for institutional incentives and Demanding participation in rigorous ACKNOWLEDGEMENTS coursework through the senior year will sanctions tied to improvements in degree completion should be encour- help overcome the “senior slump.” The authors would like to thank the fol- Admission into Indiana colleges and aged and these best practices should then be implemented. lowing people for their assistance: Don universities should be contingent on Hossler, Timothy Lum, and Jacob student achievement in both semesters 6. The negative consequences of shifting Gross at the Indiana Project on Aca- of the senior year. remedial education from four-year to demic Success for their feedback and 2. Increase access to AP and dual credit two-year institutions should be exam- their efforts in compiling the data on remedial enrollment in Indiana; Todd courses for minority groups and stu- ined and addressed. As remedial educa- Schmitz of Indiana University Reporting dents from lower socioeconomic back- tion in Indiana is reduced at four-year and Research for the recent remedial grounds. Policymakers and educators institutions and moved to two-year col- numbers at Indiana University campuses; must address the need for increased leges, with soon-to-be implemented policies potentially strengthening this Jeff Stanley and Jennifer Seabaugh of access to and participation in AP and the Indiana Commission for Higher Edu- dual credit courses, particularly for eco- trend, caution should be taken to avoid creating a deeper divide between these cation for their assistance and feedback nomically disadvantaged and minority regarding this Policy Brief; Staci Hupp two types of institutions and creating a students. Recent research suggests that of the Indianapolis Star; Ada Simmons “caste system” where two-year institu- minority students are positively influ- and Terry Spradlin for their copious tions are seen as remedial schools. Also, enced by AP courses. This is especially suggestions and recommendations; and true when they are provided peer sup- close monitoring should be applied to Kylie Stanley, Vinnie Palozzi, Shaun port by allowing cohorts of minority postsecondary institutions to ensure Johnson, Jason Zapf, and Kelly Pren- students to take the AP courses that achievement gaps do not increase dergast for their edits and suggestions. together. as remedial education presumably decreases in four-year institutions.

Examining College Remediation Trends in Indiana — 9 Birmingham, AL: The Alabama Policy from http://nces.ed.gov/programs/ REFERENCES Institute. digest/d04/index.asp Hupp, S. (2006, March 5). Tougher-admis- National Education Summit on High Schools. Achieve, Inc. (2006, February 22). States sions bid is met with praise, pause. Indi- (2005). An action agenda for improving make progress closing high school anapolis Star. America’s high schools. Washington, “expectations gap” but more needs to Ignash, J.M. (1997). Who should provide DC: Achieve, Inc. be done: Many but not all states are postsecondary remedial/developmental Olson, L. (2001, May 9). K-12 and college raising expectations to better prepare education? New Directions for Commu- expectations often fail to mesh. Educa- high school graduates, report finds. nity Colleges, 100, 5-20. tion Week, 20, 1-5. Retrieved March 8, 2006, from http:// Indiana Commission for Higher Education. Oudenhoven, B. (2002). 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Examining College Remediation Trends in Indiana — 10 This publication and the following CEEP Education Policy Briefs and publications can be found on our web site: http://ceep.indiana.edu

Education Policy Briefs

2003 Vol.1 No.1: Analysis of Indiana’s Efforts to Improve Student Literacy, 1997-2002 Vol.1 No.2: The Four-Day School Week Vol.1 No.3: ISTEPing in the Right Direction? An Analysis of Fall versus Spring Testing Vol.1 No.4: Highly Qualified Teachers in Indiana Vol.1 No.5: Bullying in Schools: What Is It and What Can Be Done About It? Vol.1 No.6: Title IX and Women’s Athletic Opportunities in Indiana Colleges and Universities 2004 Vol.2 No.1: Zero Tolerance: The Assumptions and the Facts Vol.2 No.2: Unplanned Outcomes: Suspensions and Expulsions in Indiana Vol.2 No.3: Discipline is Always Teaching: Effective Alternatives to Zero Tolerance in Indiana Schools Vol.2 No.4: Children Left Behind: Series Summary and Recommendations Vol.2 No.5: Charter Revocations: Legal Considerations Concerning Procedure Vol.2 No.6: Redesigning High Schools to Prepare Students for the Future 2005 Vol.3 No.1: Child Obesity in Indiana: A Growing Public Policy Concern Vol.3 No.2: Demystifying School Funding in Indiana Vol.3 No.3: ISTEPing in the Right Direction? An Analysis of Fall versus Spring Testing - 2005 Update Vol.3 No.4: Short-Lived Gains or Enduring Benefits? The Long-Term Impact of Full-Day Kindergarten Vol.3 No.5: Rewarding Teachers for Students' Performance: Improving Teaching through Alternative Teacher Compensation Programs Vol.3 No.6: No Child Left Behind Spring 2005 Implementation Update Vol.3 No.7: Homeschooling in Indiana: A Closer Look 2006 Vol.4 No.1: Are Indiana’s Public Schools in Need of Education Deregulation? Vol.4 No.2: Enriching the High School Curriculum Through Postsecondary Credit-Based Transition Programs Vol.4 No.3: Cyber Charter Schools in Indiana: Policy Implications of the Current Statutory Language Vol.4 No.4: Educational Technology in Indiana: Is it Worth the Investment?

Special Reports Is the Achievement Gap in Indiana Narrowing (Special Report) 2005 Public Opinion Survey on Education in Indiana Indiana’s Early Literacy Intervention Grant Program 1997 - 2004

Examining College Remediation Trends in Indiana — 11 WEB RESOURCES

Achieve, Inc. http://www.achieve.org American Diploma Project http://www.achieve.org/achieve.nsf/ADPNetwork?OpenForm ADP Indiana Action Plan http://www.achieve.org/achieve.nsf/StateProfiles-IN?OpenForm

Indiana Commission for Higher Education http://www.che.state.in.us Stan Jones, Lessons for the States on the 'Expectations Gap', Chronicle of Higher Education, March 10, 2006. http://www.edroundtable.state.in.us/pdf/adp/chronicle.pdf Indiana's Postsecondary Indicators: 2004 Performance and Descriptive Indicators http://www.che.state.in.us/overview/Indica- tors%20Final,%20Full%20Report,%20with%20page%20numbers%20and%20cover%20pages,%20Feb%20 2005.pdf

Indiana Campus Compact http://www.indianacampuscompact.org Critical Education Issues in Indiana - Presentation by Stan Jones, ICHE, October 7, 2005. http://www.indianacampuscompact.org/LinkClick.aspx?link=Critical+Education+Issues+in+Indiana++10-07- 2005.ppt&mid=516

Indiana Project on Academic Success http://www.indiana.edu/~ipas1/ Hoosier Brief 1 - High School Curriculum, Diplomas, & SAT Scores http://www.indiana.edu/~ipas1/hoosierbrief1rev.pdf

Hoosier Brief 2 - High School Curriculum helps Indiana’s urban and rural students on SAT http://www.indiana.edu/~ipas1/hoosierbrief2rev.pdf

Education Policy Briefs are published by the Center for Evaluation & Education Policy

Indiana University 509 East Third Street Bloomington, IN 47401-3654 812-855-4438

More about the Center for Evaluation & Education Policy and our publications can be found at our Web site: http://ceep.indiana.edu