Remedial Students In Community College

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The Progression and Assessment of Remedial Students in Community College
School systems have been adjusting their developmental classes for years to maintain a beneficial program. The desire to aid remedial students in getting accepted and enrolling in some form of college has increased immensely since the programs were first developed. Although students who test for remedial classes are encouraged to take them, various studies have shown students who did not take the developmental courses may be better off in the future than those who did. By comparing and assessing the results of remedial students and their classes it is easier to determine which is a more effective option.
Many schools put a great deal of effort towards their students in
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The thought of remedial classes may seem like a problem that is idiosyncratic to those in need of them, but this issue is one that many students at the college entry level face. According to National Conference of State legislatures (Ncsl), “State legislators can be key actors in the reform and improvement of remedial education. Legislators can encourage colleges and universities to develop and experiment with innovative approaches.”(Ncsl.org). There is a sense of disconnection between high school and college for the average students. The disconnection is amplified for students with remedial education. Ncsl believes that, “Students often are unaware that they are not ready for college-level courses until they fail college placement tests and are assigned to remedial courses. To prevent that lack of awareness, some states administer tests during the sophomore or junior year of high school to measure college readiness.”(Ncsl.org). Attempting to push students in developmental courses through to college is a very difficult task. Teachers believe that putting students in the classes they test for is beneficial. What they do not know is that these classes may not challenge the students and push them to be the best. Students are aware of this, which is why trying to force them to enroll is like someone intentionally walking into a fire; they know they are going to get burned. Many of the developmental programs instilled in schools set sad but realistic expectations. They expect the average remedial class to be mostly minorities and students who do not care about their education. The National Conference of State Legislature proves this by stating,” Low-income, Hispanic and African-American students are more likely to need remediation than their wealthi­er, white peers are. Forty-one percent of Hispanic

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