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Homeroom: January 2012 Archives

January 2012 Archives

The End of College Remedial Courses?

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As state officials apply pressure to colleges to increase their graduation rates, colleges are thinking about removing remedial courses. Remedial course provision costs American colleges and universities at least $3.6 billion, according to the Alliance for Excellent Education, national advocacy organization in Washington, D.C. At least 14 states have reduced funding on remedial education, by limiting funding to colleges and universities.

Despite the exorbitant costs, remedial classes are still needed, said Bob Wise, president of the Alliance for Excellent Education and a former governor of West Virginia. Many high school graduates are ill-prepared for college-level mathematics and sciences. Across the board, some 44 percent of students at community colleges and 27 percent at four-year institutions had to take at least one remedial course in 2008, according to the U.S. Department of Education. Yet, college students' frustration with remedial and difficulty in higher education classes contribute to high dropout rates.

Another solution, which Jim Petro, chancellor of the University System of Ohio, wants to solve the problem by focusing on students, while they are in high school. He believes high school preparation for college is key for recruitment. Others suggest that the focus should be on private high schools, whose students usually perform better than public school students.

Researchers from Oregon State University investigated a program in 20 Hawaii schools that builds social, emotional and character skills in students. The schools showed significant improvement in overall quality of education and resulted in 72 percent fewer suspensions as well as improved math and reading skills.

The study, published in the Journal of School Health, had students take an hour-long course once a week on self-improvement, being honest, and other self-concept courses.

“Improved social and character skills leave more time for teachers to teach, and students to learn and be more motivated,” said Brian Flay, an OSU professor in the School of Social and Behavioral Health Sciences.

Unlike previous studies, OSU researchers said their program was more successful in part because they addressed underlying issues such as a student’s sense of self and social attachment. In addition, researchers said their findings suggested that schools should consider funding programs that are directed toward social and character programs.
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