Copyright© 1999 by School Services of California, Inc.

October 15, 1999

Community Colleges To Assist In New Approach
To Remedial Education

The California State University (CSU) system, in it's continuing to effort to reduce the need for remedial classes on many of their campuses throughout the state, are finding that a number of their students are not returning for their sophomore year because they are still not proficient in the basic English and mathematics skills they need to succeed in college.

According to California State University Chancellor Charles Reed, this situation has evolved because of a disconnect between what is taught in K-12 schools and what is expected at our universities. Students entering CSU as freshman have generally completed four years of English and three years of mathematics. However, half of these students cannot pass the tests that CSU uses to determine college proficiency.

CSU is attempting to maintain a certain level of achievement, as a result, they are working cooperatively with students and K-12 schools to make sure that students get the help they need as early as possible. Chancellor Reed believes that CSU must maintain a high standard in order to ensure that students receive the high-quality education they deserve and their future employers can have confidence in the value of a CSU degree.

• CSU actively sought new state funding for cooperative efforts with K-12 schools and students in this years State Budget. They received $9 million in academic outreach funding for these purposes. Funding includes:
  
• $5 million for faculty to faculty alliances to bring CSU and K-12 standards more closely together. CSU English and mathematics faculty will work with high school faculty to help clarify CSU admissions standards and make sure the high school curriculum matches up.
  
• $4 million for learning assistance programs targeted at the 223 California high schools that send CSU the most students needing remediation. CSU faculty and student tutors will work with high school teachers to help students master English and mathematics skills.

CSU hopes that these programs will move the system closer to the goals adopted by their trustees of reducing the number of incoming students requiring remedial education in both English and math to no more than 10 percent by 2007.

What role will the community colleges play?

According to Chancellor Reed, if after 15 months a student has not shown proficiency in English and math, they may be asked to seek assistance at the community college level until they acquire the skills necessary to succeed at CSU. Chancellor Reed points out that community colleges are better equipped to help. They have more experience in teaching remedial education, they allow students to focus more directly on their areas of weakness, and they cost less for students and the state.

Before referring a student to a community college, CSU may make exceptions on a case by case basis for students who have made tremendous effort or shown significant progress. Allowing students to struggle year after year is a disservice to them and to the state, but students need plenty of opportunity to succeed and community colleges can be the place where it begins.

-- Arnold Bray