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The Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Chancellor of the Ohio Department of Higher Education (ODHE) and the Ohio Department of Education and Workforce (DEW) to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. ODHE and DEW continue to collaborate on a range of initiatives to support student progress and success. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Students. The report concludes with seven recommendations. [For the previous report "2022 Ohio Remediation Report: For Fall 2021 Enrolling College Students (Spring 2021 High School Graduates)," see ED627874.]

At community colleges and open-enrollment universities, most first-year students take placement exams in English and mathematics to determine whether they are ready for college-level courses. But large-scale studies have indicated that these test scores misplace substantial numbers of students--in other words, for many students, the test score does not accurately reflect their ability to succeed in college-level courses. This fact means that many students are taking these courses when they do not need them, using up valuable time and money. To improve placement accuracy, hundreds of colleges across the country have begun implementing a strategy called multiple measures assessment (MMA), a placement approach that uses alternative indicators including high school grade point average instead of or in addition to a single test score to improve placement accuracy. Both corequisite remediation and MMA have been shown to get more students into college-level courses quickly and to help more students pass those courses. This brief summarizes findings from two surveys that show both corequisite and MMA practices are on the rise nationally, making it even more important to understand how best to implement these two practices together. This brief also introduces a study that will provide rigorous evidence related to that question.

For far too long in California, remedial courses in California Community Colleges meant costly barriers to student success. Fortunately, recent legislation -- Assembly Bill 705 signed into law in 2017 -- requires these colleges to eliminate remedial courses and instead use research-backed strategies like corequisite support to help students complete transfer-level courses. Ed Trust-West's latest "bright spot" looks at Ventura College (VC) and its implementation of Assembly Bill 705 (AB 705), outlining the successful strategies the college is leveraging to place students into coursework that gives them the best chance of completing transferable, college-level math within a year of their first attempt. The report describes VC's strategies for increasing access to transfer-level math courses and supporting students to complete those courses.

In spring 2024, the authors surveyed 190 American School District Panel member districts about what interventions (e.g., tutoring, additional staff, additional instruction time) they were still using during the 2023-2024 school year to assist with students' learning recovery from coronavirus disease 2019 (COVID-19) pandemic-related setbacks. Districts were also asked about their expected revenues in future school years and what cuts, if any, they plan to make because of the expiration of federal stimulus funds. This series is intended to provide brief analyses of educator survey results of immediate interest to policymakers, practitioners, and researchers.

The Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Chancellor of the Ohio Department of Higher Education (ODHE) and the Superintendent of Public Instruction to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. ODHE and the Ohio Department of Education continue to collaborate on a range of initiatives to support student progress and success. The data provided this report coincide with the disruption in both secondary and postsecondary education resulting from the COVID-19 pandemic. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Adult Students. The report concludes with seven recommendations. [For the previous year's report, "2021 Ohio Remediation Report: For Fall 2020 Enrolling College Students (Spring 2020 High School Graduates)," see ED619293.]

Over the past two years, the Maryland Higher Education Commission has produced a series of reports concerning remediation in Maryland public higher education institutions. The research conducted in this report series addresses a number of policy concerns connected to remediation, as well as a number of national, state, and institutional initiatives currently underway that have been designed to increase student success. Beginning with defining what remediation is and why it matters (Part 1, ED604255), followed with a first-time, full-time cohort entering in Fall 2017, this research has explored the rates of assessment (Part 2, ED604259), completion (Part 3, ED611937), credit-bearing "gateway" course completion within the first year of enrollment (Part 4, ED611938), presenting students' first-year academic outcomes by examining their grade point average (GPA) and credits accumulated by the end of the first year (Part 5, ED618789), and reviewing second-year retention of students by remedial status (Part 6, ED624217). The briefs further include data analyses surrounding questions regarding remedial education in Maryland: who is assessed to need remediation, who enrolls in and completes both remedial and credit-bearing courses, how first-year outcomes vary by developmental status, and how persistence and completion rates vary across those same populations. This report provides a summary of the questions answered in the six reports.

This report is the culmination of a six-part series designed to provide greater insight into remediation at Maryland postsecondary institutions. Parts 1 through 4 of the research series on remediation at Maryland colleges and universities have evaluated a number of issues. Beginning with defining what remediation is and why it matters (Part 1, ED604255), followed with a first-time, full-time cohort entering in Fall 2017, this research has explored the rates of assessment (Part 2, ED604259), completion (Part 3, ED611937), credit-bearing "gateway" course completion within the first year of enrollment (Part 4, ED611938), and presenting students' first-year academic outcomes by examining their grade point average (GPA) and credits accumulated by the end of the first year (Part 5, ED618789). This report -- the sixth and final report of the series -- will review second-year retention of students by remedial status. This report further expands the data set to examine retention outcomes, by matching a subsequent term of enrollment information to the earlier data set to examine students' continued participation in higher education. This analysis will focus on student enrollment in Fall 2018 compared to their enrollments in their entry term, Fall 2017.

In a corequisite approach to developmental education, students enroll in a college-level course paired concurrently with a support course designed to address student learning needs in a given subject. This report, sponsored by Strong Start to Finish, examines early college outcomes of students placed into corequisite reading courses at the 13 community colleges in the Tennessee Board of Regents (TBR) system. The authors investigate how outcomes changed since TBR colleges adopted a corequisite approach in reading and look at differences in outcomes by college-level course pairings and course features, including delivery format (online, hybrid, and face-to-face). Since TBR mandated corequisite approaches to serving students with developmental needs in 2015, students placed into developmental education experienced substantial improvements in gateway course outcomes. Drawing on these and other findings, the authors offer the following recommendations to institutions seeking to improve supports for students who need learning support in reading. (1) Institutions should enroll all students deemed underprepared in reading in corequisite courses in their first term, keeping in mind that high school GPA is a stronger predictor of college success than standardized test scores; (2) Given the study finding that a nontrivial proportion of students referred to corequisite reading did not pass any courses they enrolled in, institutions should consider embedded supports to address a range of academic and non-academic challenges hindering student success; (3) To address racial disparities in placement into developmental education and in course outcomes, institutions should adopt race-conscious frameworks to plan and implement corequisite reading policies and practices; and (4) The study found that taking corequisite reading and a college-level pairing online was associated with significantly lower success rates. Institutions should look to strengthen the design and delivery of online corequisite reading models.

Developmental education reform has shown promising evidence toward improving short-term outcomes, yet questions remain about whether these early gains contribute momentum toward mid-term and longer-term postsecondary success. In 2014, Florida implemented one of the nation's most comprehensive developmental education reforms. Many students became exempt from college placement testing and could enroll directly in college-level courses. Nonexempt students were still required to take developmental education courses if they scored below college-ready, but the colleges were required to offer these courses using accelerated instructional strategies such as corequisite courses. Colleges also had to develop enhanced advising and academic support services. Statewide student-level data is used in an interrupted time series design to examine trends in persistence, credit accumulation, transfer, and credential completion before and after Florida's developmental education reform. While there are little to no differences in outcomes for the overall sample before and after the reform, there are positive associations between the reform and mid- or longer-term outcomes among students who are nonexempt from college placement testing and must participate in accelerated developmental classes if they score below college ready. [This is the online first version of an article published in "Journal of Research on Educational Effectiveness."]

There are longstanding concerns regarding whether remedial coursework at the college or university level is the most effective and efficient way to increase student success for students deemed not "college ready" upon entry to college. Requiring students to complete these courses (often non-credit-bearing) prior to becoming eligible for college-level, credit-bearing courses may hinder their progress toward a degree or other credential. Parts 1 through 4 of the research series on remediation at Maryland colleges and universities have evaluated a number of issues. Beginning with defining what remediation is and why it matters (Part 1, ED604255), followed with a first-time, full-time cohort entering in Fall 2017, this research has explored the rates of assessment (Part 2, ED604259), completion (Part 3, ED611937), and credit-bearing "gateway" course completion within the first year of enrollment (Part 4, ED611938). This report, Part 5 of the series, presents students' first-year academic outcomes by examining their grade point average (GPA) and credits accumulated by the end of the first year.

This Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Chancellor of the Ohio Department of Higher Education (ODHE) and the Superintendent of Public Instruction to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. ODHE and the Department of Education continue to collaborate on a range of initiatives to support student progress and success. The data provided in this report coincides with the outbreak of COVID-19. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Adult Students. The report concludes with seven recommendations. [For the previous year's report, "2020 Ohio Remediation Report: For Fall 2019 Enrolling College Students (Spring 2019 High School Graduates)," see ED612329.]

This is the technical appendix for the report "Gaining Momentum: Refining Corequisite Learning Support to Boost Student Success in the First Year and Beyond" which seeks to develop a body of actionable information about how to refine learning support, close equity gaps, and promote strong momentum toward success for community college students in their first year of enrollment and beyond. This appendix includes the following sections: (1) About the Data; and (2) About the Data Analysis.

Over the last decade, community colleges in Tennessee have reimagined remediation. More than half of first-time students at Tennessee community colleges require remediation upon enrolling. Colleges provide these students with "learning support" in key gateway courses. To meet the needs of each student, Tennessee community colleges have led the way in implementing innovative strategies that provide students with timely, effective support. In 2015, Tennessee Board of Regents (TBR) became the first college system in the nation to implement a "corequisite" model statewide. Through this reform, "every student" can access college-level courses during their first term of enrollment, while still receiving the additional support they need. In "Gaining Momentum," TBR seeks to build upon the momentum of a decade of successful reforms. The goal is to use data to refine learning support and boost student success in the first year and beyond. Key findings include: (1) gateway course completion rates have doubled since corequisite reforms launched; (2) colleges have experimented with innovative & effective learning support models; (3) increased accuracy in learning support placement could boost student success; and (4) equity gaps persist for Black & low-income students across the system. [The Education Commission of the States' "Strong Start to Finish" network supported this project.]

The closure of equity gaps is a foundational component of the work of Tennessee community colleges. According to the Tennessee Board of Regents' (TBR) equity policy, this commitment means "ensuring that each student has access to a high-quality education and that each student receives what they need to be successful through the intentional design of the college experience" (TBR, 2019b). Yet, low-income students, Black and African American students, and returning adults are disproportionately impacted by learning support policies. Additionally, equity gaps persist in outcomes like retention and graduation rates. This paper will seek to further understand low-income students' placement and outcomes since corequisite learning support reforms were implemented in fall 2015. [The Education Commission of the States' "Strong Start to Finish" network supported this project.]

Since the onset of the COVID-19 crisis, public colleges and universities have prioritized the health and safety of students, faculty, staff and visitors while continuing to offer an exceptional, affordable learning environment. Public higher education has been agile and responsive. In March 2020, the state system institutions transitioned more than 173,000 students from in-person instruction to alternative or online instruction, with limited exceptions for certain labs and practicums. These institutions added over 4,800 more nurses, doctors and other credentialed allied health professionals to the state's health care workforce during the COVID-19 crisis in spring 2020. This annual report reflects significant progress as a state system, continued commitment to excellence and innovation, and strong partnerships with common education, CareerTech, and the business community to meet Oklahoma's workforce needs. No other entity in state government drives economic growth and strengthens workforce development as directly and comprehensively as public higher education. There is no better investment to move Oklahoma forward in this dynamic, global economy. The following contents are included in this annual report: (1) Role of the State Regents; (2) Higher Education Update; (3) Strategic Direction; (4) Higher Education in Oklahoma; (5) Academics; (6) Financial Aid; (7) Student Preparation; (8) Economic Development; (9) Fiscal; (10) Institutional Highlights; and (11) Administrative Organization. [For the 2019 report, see ED609065.]

This report concludes a multiyear series of implementation studies intended to inform the California State University (CSU) system about the implementation of Executive Order 1110 (EO 1110). A major policy established in 2017, EO 1110 requires CSU campuses to eliminate noncredit developmental courses (often known as "remedial" courses) in Written Communication and Mathematics/Quantitative Reasoning, change the process for how students are placed into those courses, and improve how students are supported to succeed. Following up on earlier reports in the series which have described course models and instructional approaches adopted as a result of EO 1110, examined student progress since the policy has been implemented, and reported on initial outcomes of revamped summer Early Start programs, this fifth and final report of the series focuses on how students are placed into entry-level math courses. Specifically, it focuses on the use of multiple measures for placing students and examines the predictive power of the measures for anticipating students' success in their first college math course. The report discusses implications of its findings for policy issues such as determining the appropriate grade point average cutoffs for placing students into different levels of math courses, the role of standardized testing in determining college math placements, and whether additional measures should be used to inform student placement.

Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive time-intensive instruction in math, reading, and writing with a prescribed pedagogy delivered by trained teachers. The program aims to help students complete remediation and prepare for college-level courses. This article describes the results of an experiment at four community colleges (n [is approximately equal to] 3,800). We estimate that over three years, including one semester that students spent in the program and two-and-a-half years after the program was complete, CUNY Start substantially increased college readiness, slightly increased credit accumulation, and modestly increased graduation rates (by increasing participation in CUNY's highly effective ASAP).

This paper presents a new estimate that pre-primary school closures in 2020 may cost today's young children US$ 1.6 trillion in lost earnings over their lifetimes. However, most low-and-middle income countries are leaving pre-primary education out of their responses to COVID-19. This paper also draws lessons from accelerated, bridging, and remedial programmes on how introducing or expanding these transition programmes in the early years can mitigate the long-term impact on learning from pre-primary school closures.