PA Community College Partners with K-12 District to Create Math Transition Course
November 21, 2016 — Northampton Community College (NCC) is partnering with Bethlehem Area School District (BASD) to design a math course aimed at ensuring district graduates don’t need college remedial math courses. Currently, about 80 percent of NCC students that take the placement tests end up in remedial, non-creditbearing math courses. Since 30 percent of Bethlehem Area School Districts graduates enroll there, this course – co-taught by NCC and BASD faculty – this collaboration is the start of a strong educational pipeline fron K-12 to postsecondary. Read more from Lehigh Valley Live, and for more on placement policies and transition courses, check out our report on community college and K-12 collaboration, Seizing the Moment, as well as our Alignment Policy Brief series.
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.
Minnesota Reduces Remediation; Saves Students $15.6 Million
October 18, 2016 — Minnesota colleges and universities schools are getting their students into credit-bearing college courses sooner, saving millions of dollars in tuition and fees, and boosting their chances of earning a degree. Last year, 12 percent of the system’s new students were enrolled in remedial courses, but four years earlier, that figure was 18 percent, a decrease that saves students $15.6 million on tuition and fees this year alone. Minnesota State Colleges and Universities, vice chancellor for academic and student affairs, Ron Anderson, credits the decrease in remedial course placement to working closely with districts to align curriculum and assessments, using multiple measures to accurately place students, and providing for accelerated options to speed student completion. Read more from Twin Cities Pioneer Press, and for more on collaborating with K-12 to improve student success, see our report Seizing the Moment.