Illinois revamps college-level developmental education with goal of improving completion rates
by Tim Anderson - Stateline Midwest
First, community colleges must look beyond standardized test scores and college-placement tests when determining who gets placed in remedial education. For example, a graduating high school student who has a high grade-point average or who has successfully completed college-level or transitional classes must be placed in credit-bearing courses.
Second, HB 2170 uproots the traditional developmental-education approach, calling for it to be replaced with an "evidence-based model that maximizes a student's likelihood of completing an introductory college-level course within his or her first two semesters."
One likely result: community colleges' adoption of a "co-requisite model," under which students are placed directly into college-level coursework with concurrent instructional supports.
"What we've seen with the traditional model is that 18 percent of Black students in math and 29 percent in English completed a gateway course with a C or better in three years," says Emily Goldman, senior policy manager for the Partnership for College Completion.
"With the co-requisite model, it's 69 percent and 64 percent."
Illinois isn't alone in seeking these kinds of policy changes. More states around the country are recognizing the traditional model as an obstacle to postsecondary completion, says Nikki Edgecombe, a senior research scholar at the Community College Research Center.
The loss of time and money (including the possible exhaustion of financial aid) while taking remedial courses are factors, she notes, but so is the impact on a student's academic outlook.
"It can be demotivating for a student, 'I applied to college, they let me in, and now they won't let me take college classes,' " Edgecombe says. "Getting students into and through their gateway courses is important to generating academic momentum."