Friday, June 8, 2012

Embedded support vs. remediation

In Connecticut, there is a fierce battle brewing over education reform. There is also a lesser-known, but associated, movement to change course requirements in college. The Connecticut legislature is proposing to do away with remedial courses in colleges, and replace the remedial courses with embedded support for students who score below a preset threshold on placement tests. This proposal has potential implications for academic support, which includes both componants of remedial instruction and embedded support. The obvious caveat when comparing the proposed legislation and law school ASP is that there are many, many differences between college-level preparedness and law school preparedness, and significant differences between law school ASP and remedial courses at the undergraduate level. However, I think there are things we can learn from the movement to end remedial courses. 

I am most interested in the difference in student perception; do students prefer classes or embedded support? Why do student succeed with one method, but not the other?

Embedded support: how do they plan on implementing this without making the class too slow for those who have mastered basic skills? Do you lose students who are more skilled if they are bored in classes that spend too much time on support for student who do not have basic skills?

Cost structure: embedded support across the curriculum costs money; how do they plan on funding this legislation in a time of budget cuts? Will embedded support pay for itself when fewer students drop out?\

These are things that I am mulling as this debate continues in the state.  (RCF)

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http://www.insidehighered.com/news/2012/04/04/connecticut-legislature-mulls-elimination-remedial-courses

 

 

http://lawprofessors.typepad.com/academic_support/2012/06/embedded-support-vs-remediation.html

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