Literaturnachweis - Detailanzeige
| Autor/in | Johnson, Amy F. |
|---|---|
| Institution | University of Southern Maine, Maine Education Policy Research Institute |
| Titel | Remedial Course Enrollments and Student Outcomes in Maine's Public Higher Education Institutions |
| Quelle | (2016), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Remedial Instruction; Remedial Programs; Enrollment; Outcomes of Education; Higher Education; College Readiness; Barriers; Incidence; Intellectual Disciplines; High School Graduates; At Risk Students; College Freshmen; Institutional Characteristics; Correlation; Data Analysis; Maine |
| Abstract | College readiness remains a large policy challenge for both K-12 schools and higher education institutions. Students who need to pursue remedial coursework before being able to enroll in introductory college requirements face financial and logistical challenges that create barriers to degree progression. In an effort to gain additional information about the scale and context of the problem the University of Maine System and Maine Community College Systems were required to prepare four annual reports with information about the students entering their colleges directly from a Maine high school. These reports provided information on the overall proportion of these students who needed to enroll in remedial coursework, disaggregated by campus, by subject area (math, English, and overall), and by the high school from which they graduated. The second and subsequent reports also detailed retention and graduation outcomes for the students who enrolled in remedial courses in the prior years. This study compiled the results of the four reports in an effort to synthesize what may be learned from them. The study concludes that the reports confirm the size of the college readiness challenge in Maine, but do not provide helpful insights to high schools or post-secondary institutions into the sources of the problem or what should be done about it. Some recommendations are provided for alternate approaches for informing students and their high schools about college readiness. Four appendices are included: (1) Statutory Language for Reporting Requirements; (2) Remedial Course Enrollment Summary High School Data; (3) Additional High School; and (4) Variables and Abbreviations Used in Report Tables. (ERIC). |
| Anmerkungen | Center for Education Policy, Applied Research, and Evaluation. University of Southern Maine, 37 College Avenue, Gorham, ME 04038. Tel: 888-800-5044; Tel: 207-780-5044; Fax: 207-228-8143; e-mail: cepare@usm.maine.edu; Web site: http://usm.maine.edu/cepare |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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