1. DR. JOHN HUGHES DEPUTY DIRECTOR OF THE REGIONAL EDUCATION LABORATORY - SOUTHEAST College Readiness

2. College Readiness Challenges Readiness definitions vary dramatically across the country But regardless of definition, all states have remediation rates that are way too high Which puts too many people into developmental education Which can take multiple semesters to complete While at the same time have not been shown to be effective

3. Is Developmental Education Effective? Little systematic evidence shows developmental education works  Many students fail to complete (or even start)  Those that do rarely succeed at rates comparable to “ready” students But the research faces many limitations  Massive selection biases  Significant interactions with other factors such as age and finances

4. Reconceptualizing Readiness Is readiness the same for all students - Is it the same for recent high school graduate as returning adults?  How can we differentiate between those who have “forgotten” and those who never learned?  Is readiness specific academic knowledge or are there non- academic aspects?  Even selective universities have non-completers Are English and math equivalent? Should both be treated the same in terms of placement testing?

5. Redefining Readiness Common core raises standards and expectations but is that enough?  What are the specific skills required to succeed in college?  Should math readiness be based on preparation for algebra and, by implication, calculus?  Quantway and Statway offer a new perspective on math readiness K-12 needs clear direction from postsecondary  The target must be clear and consistent, not just “higher”

6. Defining Readiness – One Approach Florida undertook a major effort to define readiness Involved faculty from all sectors – K-12, Community Colleges, Universities Focused on success (C or better) in specific courses  Introductory English  Intermediate Algebra Identified specific competencies critical to future success Developed placement test using those competencies  Operational definition of readiness – mastery of competencies critical to being able to earn a C or better in first credit bearing math and English courses

7. Increasing Readiness Florida now requires all 11 th grade students to take a college readiness test Unsuccessful students must then remediate in 12 th grade  High schools offer the remediation  But based on community college curricula and standards Early results show significant increases in readiness after 12 th grade But many districts resist the policy  Remediation is often closer to 8 th grade material than 12 th  Additional staffing and training burden  Question role of college in setting standards

8. Completing the Developmental Education Sequence Lessons from Tennessee Dev Ed sequence can be 2 to 3 semesters long The loss of time and money deters many students In some cases, particularly in math, students lack some skills but have mastered others Tennessee has taken the lead on  Breaking the Dev Ed sequence into multiple, smaller pieces  Allowing students to complete each section or module at their own pace Saves time and money for the student and school Virginia has also modularized in a significant way

9. Questions and Comments Dr. John Hughes jhughes@fcrr.org