Saturday, January 07, 2012

Ohio moves to defund remedial courses

This from the Hechinger Report:  

As finals approached, nearly 240 students in a computer lab worked through basic algebra problems at Kent State University, where they and more than 3,200 of their classmates had been deemed unprepared for college-level math. They struggled to solve for x in equations like 3x + 1 = 7—a skill students are meant to master in middle school. (The correct answer: x = 2.)

Just down the hallway, university officials were trying to crunch a few numbers of their own, analyzing how much it’d cost to keep providing such remedial education to students who don’t arrive ready for college-level work.

The annual price tag for remedial education in American colleges and universities is at least $3.6 billion, according to the Alliance for Excellent Education, a national advocacy organization in Washington, D.C. It’s also a reason many college students quit in frustration, contributing to high dropout rates.

Now, in a largely overlooked but precedent-setting move, cash-strapped Ohio has said it’ll soon stop footing the bill for remedial courses. The state’s 2007 budget quietly mandated that the government phase out money for remediation at four-year universities beginning in the 2014-2015 academic year, and eliminate such funding altogether by 2020.

The gap between the skills with which students graduate from high school and what colleges expect them to be able to do has come under increased scrutiny, as federal policymakers push states to increase college graduation rates....

1 comment:

Anonymous said...


First, are we still of the mind that a future newspaper columnist or social worker should be kept from their career training because of a math exam score?

On the other hand, if these folks don't have the skills at the entry level, why are we expecting that one remedial course on a computer is going to change what four years of high school math teachers couldn't accomplish. THese folks need career counseling toward an occupation which they are capable of not a traditional higher education path.