August 30, 2017 — Associate’s degrees are increasingly important in connecting students to to good jobs, but it’s also clear that entering community college unprepared means a much lower chance of actually earning the degree. In an effort to better to understand how community colleges can better support underprepared students, author Timothy Pratt interviews two SUNY Adirondack students in developmental courses to highlight the ways that these courses serve as an unintentional roadblock, and how collaboration with high schools could help to reduce remediation. The more remedial courses a student must take, the less likely they will complete them. Of community college students taking one remedial course, 74 percent complete the class, but for those taking four or more classes, just 25 percent finish all remedial coursework. For more information, read the full article from Education Next, or our report on K-12 and community college collaboration, Seizing the Moment.
Additional Resources from Higher Ed for Higher Standards
The Leveraging ESSA series to provides several resources to support higher ed and K-12 collaboration in state ESSA plans.
The Aligning Expectations toolkit helps higher education leaders get involved in states’ reviews of standards and/or assessments.
The Alignment Policy Brief Series is designed to elevate best practices and inform higher ed leaders of emerging collaborations with K-12.
The Seizing the Moment report on community college alignment shows how collaboration with K–12 can better support students.