The Preparedness of Recent High School Graduates Entering Ohio's StateSupported Colleges and Universities
Questions: How many first-year students, who are recent high school graduates, are enrolling for
remedial coursework in state-supported colleges and universities throughout the state? How successful is college remedial coursework in helping under-prepared recent high school graduates to complete college level coursework? Does the effectiveness of remedial coursework vary by type of college or university?
first-year students who enter Ohio’s state-supported colleges and universities, vary greatly in their level of preparation to complete college coursework. As noted in Chapter 02, and repeated below, 36% of recent high school graduates entering state-supported colleges and universities enter college without completing a college preparation curriculum while in high school. Such a curriculum would include 4 years of English, and 3 years of Mathematics, Science, and Social Studies. While preparing students for college study is largely the responsibility of the K-12 sector, prospective students and their families should be prepared for the possibility that remedial coursework may be required in college before students can begin college level coursework. Despite their ages, or the admissions criteria of campuses, it is reasonable to expect that all prospective students who begin college study under-prepared do believe that completion of remedial coursework should prepare them for college study.
Note: While some universities in Ohio are selective in their admissions criteria, other colleges or universities are required to
admit any student who has a valid high school diploma. Many recent high school graduates require remedial coursework at a college or university before they can successfully complete college level coursework. There are variations between campuses in implementing statewide criteria established for the distinction between remedial and college-level work. Each campus interprets the standards for such distinctions, and this renders campus comparisons on this subject difficult. Additionally, some first-year students have not attended high school for many years and may need remedial coursework as a refresher before they can successfully complete college coursework. Campuses vary in the degree to which they “require” or “suggest” that under-prepared students take remedial coursework, but with the exception of two campuses (Miami University Main Campus and Central State University), all state-supported colleges and universities in Ohio offer remedial coursework to entering freshmen. This remediation is typically either in English (including both reading and writing) or in mathematics, and some students require remediation in both English and mathematics.
Why ask about the frequency and effectiveness of remedial education for recent high school graduates in state-supported colleges and universities? Recent high school graduate,
First Question: What percentage of recent high school graduates require remediation in college? National Answers: Ohio’s need for remediation of first-year students is quite similar to the national
pattern.
The U.S. Department of Education released a 1996 report* indicating that there is variation nationally in the extent to which campuses “require” or simply “suggest” that under-prepared students enroll in remedial coursework. This is also true in Ohio. In 1995, 20% of all first-time first-year students in the United States enrolled in remedial coursework in reading and 25% of all first-year students enrolled in remedial coursework in writing. In 1995, 27% of all first-time first-year students in the United States enrolled in remedial coursework in mathematics.
*Remedial Education at Higher Education Institutions in Fall 1995, U.S. Department of Education, NCES 97-584. (October 1996)
Chapter 08-1
Statewide Answers: Almost one fifth of all entering first-year students enrolls in remedial English
(including reading and writing), and a higher percentage enrolls in remedial mathematics, before they can pursue college level coursework. The overall statewide percentage of recent high school graduates who require remediation is identical to the percentage of similar students who enter college without a high school college preparation curriculum.
• • • • Twenty-nine percent (29%) of recent high school graduates entering college in summer or fall of 2000 enrolled in remediation in mathematics sometime during their first year of study. Nineteen percent (19%) of recent high school graduates entering college in summer or fall of 2000 enrolled in remediation in English sometime during their first year of study. Thirty-six percent (36%) of recent high school graduates entering college in summer or fall of 2000 enrolled in remediation in English or mathematics sometime during their first year of study. Thirty-six percent (36%) of recent high school graduates entering college in summer or fall of 2000 reported not taking a complete college preparation curriculum while in high school. Such a curriculum would include 4 years of English, and 3 years of mathematics, science, and social studies.
Fall and Summer 2000 First-year students aged 19 and younger, taking remedial Math or English in Academic Year 2000-2001
Students taking remedial Math
16,903
First-year Students
57,985
Students Students taking taking remedial remedial English or English Math
11,261 21,089
% taking remedial Math
29%
% taking remedial English
19%
% taking remedial Math or English
36%
% recent high school graduates entering without College prep. curriculum*
36%
* Data come from ACT Assessments completed by many high school students while in high school.
Sector Answers: Remediation rates differ greatly by type of campus. At two-year campuses,
remediation rates are greater than the national average. At the university main campuses, remediation rates are similar to national averages.
• • •
First-year students who recently graduated from high school and enter two-year colleges and universities are more likely to enroll in remedial coursework in mathematics (36%-48%) prior to pursuing college study than are recent high school graduates entering four-year universities (17%). First-year students who recently graduated from high school and enter two-year colleges and universities are more likely to enroll in remedial coursework in English (19%-37%), prior to pursuing college study, than are recent high school graduates entering four-year universities (12%). Across Ohio, a large percentage (46%-62%) of recent high school students entering two-year colleges report not having completed a college preparation curriculum while in high school.
Fall and Summer 2000 First year students aged 19 and younger, taking remedial Math or English in Academic Year 2000-2001
Students Students taking taking First-Year remedial remedial Students Math English Community College State Community College Technical College University Branch Campus Students taking remedial English or % Taking % taking remedial remedial remedial Math English Math % taking remedial Math or remedial English % Recent High School Graduates Entering Without College Prep. Curriculum*
8,270 7,480 3,077 7,706
3,782 3,604 1,121 3,038
2,611 2,341 1,129 1,479
4,436 4,256 1,581 3,536
46% 48% 36% 39%
32% 31% 37% 19%
54% 57% 51% 46% 23%
50% 55% 62% 46% 29%
31,452 5,358 3,701 7,280 17% 12% University Main Campus * Data come from ACT Assessments completed by many high school students while in high school.
Campus Answers: Significant variation exists across campuses in the instance of remedial
coursework for recent high school graduates.
Chapter 08-2
Fall and Summer 2000 First year Students Aged 19 and Younger, Taking Remedial Math or English in Academic Year 2000-2001 Community Colleges
Students Students taking taking First-Year remedial remedial Students Math English Cuyahoga Community College, Eastern Campus Cuyahoga Community College, Metro Campus Cuyahoga Community College, Western Campus Jefferson Community College Lakeland Community College Lorain County Community College Rio Grande Community College Sinclair Community College 585 619 1,756 255 1,289 817 509 2,440 284 285 1,044 126 471 442 229 901 182 236 555 102 108 252 216 960 Students taking % Taking % Recent High remedial remedial School Graduates Math or % Taking % Taking Math or Entering Without remedial remedial remedial remedial College Prep. Math English English English Curriculum* 309 311 1,123 163 514 506 287 1,223 49% 46% 59% 49% 37% 54% 45% 37% 31% 38% 32% 40% 8% 31% 42% 39% 53% 50% 64% 64% 40% 62% 56% 50% 57% 56% 49% 53% 52% 45% 48% 49%
State Community Colleges
Cincinnati State Technical & Community College Clark State Community College Columbus State Community College Edison State Community College Northwest State Community College Owens State Community College, Findlay Campus Owens State Community College, Toledo Campus Southern State Community College, Central Campus Southern State Community College, North Campus Southern State Community College, South Campus Terra State Community College Washington State Community College 774 364 2,988 73 501 222 1,377 220 161 121 352 327 283 251 915 311 160 341 371 326 126 1,959 15 181 102 682 35 26 19 86 47 181 87 445 118 38 71 59 315 114 820 9 78 91 676 49 37 29 72 51 152 75 435 40 32 108 111 411 183 2,075 21 219 129 876 60 46 37 120 79 210 108 606 136 51 126 133 42% 35% 66% 21% 36% 46% 50% 16% 16% 16% 24% 14% 64% 35% 49% 38% 24% 21% 16% 41% 31% 27% 12% 16% 41% 49% 22% 23% 24% 20% 16% 54% 30% 48% 13% 20% 32% 30% 53% 50% 69% 29% 44% 58% 64% 27% 29% 31% 34% 24% 74% 43% 66% 44% 32% 37% 36% 47% 44% 69% 53% 64% 54% 60% 57% 57% 55% 55% 51% 49% 58% 68% 60% 58% 67% 66% 62% 65%
Technical Colleges
Belmont Technical College Central Ohio Technical College Hocking Technical College Lima Technical College Marion Technical College Muskingum Area Technical College North Central State College
Stark State College of Technology 445 122 176 211 27% 40% * Data come from ACT Assessments completed by many high school students while in high school.
Chapter 08-3
Fall and Summer 2000 First year Students Aged 19 and Younger, Taking Remedial Math or English in Academic Year 2000-2001 (Continued) University Main and Branch Campuses
Students Students taking taking First-Year remedial remedial Students Math English Bowling Green State University, Main Bowling Green State University, Firelands Campus Central State University Cleveland State University Kent State University, Main Kent State University, Ashtabula Campus Kent State University, East Liverpool Campus Kent State University, Geauga Campus Kent State University, Salem Campus Kent State University, Stark Campus Kent State University, Trumbull Campus Kent State University, Tuscarawas Campus Miami University, Main Miami University, Hamilton Campus Miami University, Middletown Campus Ohio State University, Main Ohio State University, Agricultural Technical Institute Ohio State University, Lima Campus Ohio State University, Mansfield Campus Ohio State University, Marion Campus Ohio State University, Newark Campus Ohio University, Main Ohio University, Chillicothe Campus Ohio University, Eastern Campus Ohio University, Lancaster Campus Ohio University, Southern Campus Ohio University, Zanesville Campus Shawnee State University University of Akron, Main University of Akron, Wayne Campus University of Cincinnati, Main University of Cincinnati, Clermont Campus University of Cincinnati, Raymond Walters Campus University of Toledo Wright State University, Main Wright State University, Lake Campus 3,189 299 202 1,042 3,189 203 94 111 139 614 285 286 2,172 538 468 5,130 332 360 458 298 660 3,415 301 218 311 204 294 498 2,411 258 3,367 347 473 3,005 2,183 155 583 148 0 367 1,315 124 73 56 97 327 167 173 38 312 273 189 22 88 144 109 175 160 65 47 75 49 78 43 521 59 898 154 213 734 304 10 336 45 0 377 352 49 24 18 49 83 96 60 0 152 80 62 52 39 107 75 32 0 48 19 103 51 72 161 304 37 720 57 122 299 562 9 Students taking % Taking remedial remedial Math or % Taking % Taking Math or remedial remedial remedial remedial Math English English English 808 156 0 517 1,395 131 75 59 101 338 178 183 38 336 282 227 66 107 197 140 189 160 88 60 147 77 113 174 640 75 1,125 174 248 872 700 16 18% 49% 0% 35% 41% 61% 78% 50% 70% 53% 59% 60% 2% 58% 58% 4% 7% 24% 31% 37% 27% 5% 22% 22% 24% 24% 27% 9% 22% 23% 27% 44% 45% 24% 14% 6% 11% 15% 0% 36% 11% 24% 26% 16% 35% 14% 34% 21% 0% 28% 17% 1% 16% 11% 23% 25% 5% 0% 16% 9% 33% 25% 24% 32% 13% 14% 21% 16% 26% 10% 26% 6% 25% 52% 0% 50% 44% 65% 80% 53% 73% 55% 62% 64% 2% 62% 60% 4% 20% 30% 43% 47% 29% 5% 29% 28% 47% 38% 38% 35% 27% 29% 33% 50% 52% 29% 32% 10% 38% % Recent High School Graduates Entering Without College Prep. Curriculum* 30% 54% 51% 41% 35% 54% 59% 33% 55% 49% 58% 46% 16% 42% 37% 19% 65% 44% 41% 45% 43% 22% 46% 34% 44% 57% 41% 45% 42% 45% 25% 54% 39% 31% 34% 52% 42%
Youngstown State University 1,649 206 528 624 12% 32% * Data come from ACT Assessments completed by many high school students while in high school.
Chapter 08-4
Second Question: What is the success of remedial coursework once it is passed? National Answers: There are no known benchmark indicators addressing the success rates of
higher education’s remediation efforts.
Statewide Answers: Remedial coursework in English, provided to entering freshmen in fall 1998,
was quite effective in helping students complete college coursework. Remedial coursework in Mathematics, provided to entering freshmen in fall 1998, was only somewhat effective in helping students complete college coursework.
There are two measures of success to consider when evaluating the impact of remedial coursework, once it has been passed. The first of these is the percentage of students who go on to take college level coursework in English or mathematics once they have passed their remedial coursework in this area. To answer this question, students taking remedial coursework (in fall 1998) were identified, and their subsequent pattern of taking college level coursework (through spring 2001) in the area of their remediation (English or mathematics) was assessed. Students who take and pass remedial coursework in English are much more likely (80%) to take college level coursework over the next several academic years than are students who take and pass remedial mathematics.
Percent of remedial students continuing with college level courses in same field at least one term after fall 1998 (through spring 2001)
English Math 80% 59%
The second measure of success to consider when evaluating the impact of remedial coursework is whether students who take and pass remedial coursework are able to pass college level coursework in the same area over the next several academic years. To provide context in answering this second question, all students taking remedial coursework in fall 1998 were identified, and their success at college level coursework in the same area of remediation was assessed. A comparison group of students was also identified. Entering freshmen that did not take remedial coursework were identified, and their ability to complete college level coursework was also measured. Students who do take and pass remedial coursework in English and mathematics do continue to exhibit poorer academic progress than their peers who did not take (or require) remedial coursework. Students requiring remedial coursework in English are more successful in their college level English coursework (64%) than are students passing remediation in mathematics (53%).
Fall 1998 entering freshmen successful in all college level coursework in same field (through spring 2001)
English Math Non-Remedial Students in FY 1999 Students who took and passed remedial coursework in Fall 1998 Non-Remedial Students in FY 1999 Students who took and passed remedial coursework in Fall 1998 77% 64% 64% 53%
Chapter 08-5
Sector Answers: The percent of students who successfully pass remedial coursework and then take
college level coursework in the same area is highest in English at university main campuses (87%). The percentage of students who successfully pass remedial coursework and then take college level coursework in the same area is highest in math at university main campuses (67%) and lowest at state community colleges (49%).
Percent of recent high school graduate remedial students continuing with college level courses in same field at least one term after fall 1998 (through spring 2001)
Community College State Community College English Technical College University Branch Campus University Main Campus Community College State Community College Math Technical College University Branch Campus University Main Campus 76% 79% 72% 81% 87% 61% 49% 58% 55% 67%
Fall 1998 entering freshmen successful in all college level coursework in same field (through spring 2001) - English
Remedial Students in Fall, 1998 Non-Remedial Students in FY 1999 Remedial Students in Fall, 1998 Non-Remedial Students in FY 1999 Remedial Students in Fall, 1998 Non-Remedial Students in FY 1999 Remedial Students in Fall, 1998 Non-Remedial Students in FY 1999 Remedial Students in Fall, 1998 Non-Remedial Students in FY 1999 Community College Community College State Community College State Community College Technical College Technical College University Branch Campus University Branch Campus University Main Campus University Main Campus 63% 67% 57% 68% 65% 68% 74% 78% 65% 80%
Fall 1998 entering freshmen successful in all college level coursework in same field (through spring 2001) - Mathematics
Remedial Students in Fall, 1998 Non-Remedial Students in FY 1999 Remedial Students in Fall, 1998 Non-Remedial Students in FY 1999 Remedial Students in Fall, 1998 Non-Remedial Students in FY 1999 Remedial Students in Fall, 1998 Non-Remedial Students in FY 1999 Remedial Students in Fall 1998 Non-Remedial Students in FY 1999 Community College Community College State Community College State Community College Technical College Technical College University Branch Campus University Branch Campus University Main Campus University Main Campus 47% 61% 63% 69% 58% 62% 57% 66% 50% 64%
Chapter 08-6
Campus Answers: Campus patterns of success for remediation vary greatly. The following charts
combine the question of success as measured by percent of students going on to take college level coursework and the percent of students passing college level coursework.
Community Colleges – English Remediation
% of recent high school graduate remedial continuing with college level courses in same field at least one term after fall 1998 Cuyahoga Community College, Eastern Campus 69% Cuyahoga Community College, Metro Campus 75% Cuyahoga Community College, Western Campus 82% Jefferson Community College 89% Lakeland Community College 94% Lorain County Community College 77% Rio Grande Community College 79% Sinclair Community College 69% Successful in all college level coursework in same field Nonremedial Remedial Students Students 52% 54% 57% 57% 67% 63% 61% 60% 85% 57% 70% 67% 68% 69% 82% 60%
# of # of nonremedial remedial students students 93 107 156 129 357 80 33 210 156 611 824 93 982 584 133 629
State Community Colleges – English Remediation
Cincinnati State Technical & Community College Clark State Community College Columbus State Community College Edison State Community College Northwest State Community College Owens State Community College, Findlay Campus Owens State Community College, Toledo Campus Southern State Community College, Central Campus Southern State Community College, North Campus Southern State Community College, South Campus Terra State Community College Washington State Community College 83% 68% 78% 63% 61% 94% 81% 88% 92% 64% 81% 87% 217 37 451 57 51 49 273 16 12 11 52 47 252 341 1,138 388 367 126 722 98 58 72 326 256 51% 80% 46% 94% 42% 63% 66% 43% 64% 43% 64% 76% 58% 70% 59% 92% 72% 67% 67% 80% 79% 86% 58% 71%
Technical Colleges – English Remediation
Belmont Technical College Central Ohio Technical College Hocking Technical College Lima Technical College Marion Technical College Muskingum Area Technical College North Central State College Stark State College of Technology 60% 91% 81% 81% 55% 69% 66% 70% 133 32 216 32 22 126 65 96 83 52 241 199 121 109 152 313 78% 93% 48% 81% 42% 82% 51% 70% 66% 83% 42% 78% 78% 77% 62% 75%
Chapter 08-7
University Branch Campuses – English Remediation
% of recent high school graduate remedial continuing with college level courses in same field at least one term after fall 1998 Bowling Green State University, Firelands Campus Kent State University, Ashtabula Campus Kent State University, East Liverpool Campus Kent State University, Geauga Campus Kent State University, Salem Campus Kent State University, Stark Campus Kent State University, Trumbull Campus Kent State University, Tuscarawas Campus Miami University, Hamilton Campus Miami University, Middletown Campus Ohio State University, Agricultural Technical Institute Ohio State University, Lima Campus Ohio State University, Mansfield Campus Ohio State University, Marion Campus Ohio State University, Newark Campus Ohio University, Chillicothe Campus Ohio University, Eastern Campus Ohio University, Lancaster Campus Ohio University, Southern Campus Ohio University, Zanesville Campus University of Akron, Wayne Campus University of Cincinnati, Clermont Campus University of Cincinnati, Raymond Walters Campus Wright State University, Lake Campus 86% 74% 86% 86% 92% 84% 88% 81% 92% 83% 78% 79% 82% 59% 68% 62% 75% 76% 50% 81% 75% 83% 86% 80% Successful in all college level coursework in same field Non# of # of nonremedial remedial remedial Remedial Students students students Students 14 19 22 7 12 43 56 43 118 46 49 19 67 32 25 13 16 88 6 48 36 12 76 10 219 167 65 67 93 412 170 198 261 371 240 300 260 131 397 160 163 175 185 149 233 250 291 132 67% 86% 53% 100% 55% 69% 55% 83% 86% 89% 74% 67% 80% 74% 94% 100% 100% 81% 67% 95% 67% 50% 34% 100% 76% 83% 74% 75% 62% 73% 75% 79% 76% 81% 77% 84% 86% 85% 81% 96% 91% 86% 89% 91% 82% 61% 48% 89%
University Main Campuses – English Remediation
Bowling Green State University Cleveland State University Kent State University Ohio State University Shawnee State University University of Akron University of Cincinnati University of Toledo Wright State University Youngstown State University 94% 89% 95% 86% 83% 82% 88% 71% 88% 87% 187 72 146 90 155 272 565 52 416 359 3,258 437 2,527 5,049 421 2,087 2,653 2,200 1,266 992 69% 83% 84% 84% 59% 77% 41% 43% 77% 70% 72% 73% 79% 89% 67% 81% 61% 68% 78% 72%
Chapter 08-8
Community Colleges – Mathematics Remediation
% of recent high school graduate remedial continuing with college level courses in same field at least one term after fall 1998 Cuyahoga Community College, Eastern Campus 47% Cuyahoga Community College, Metro Campus 48% Cuyahoga Community College, Western 63% Campus Jefferson Community College 47% Lakeland Community College 62% Lorain County Community College 51% Rio Grande Community College 63% Sinclair Community College 70% Successful in all college level coursework in same field Nonremedial Remedial Students Students 50% 68% 48% 72% 54% 65% 57% 47% 78% 28% 60% 79% 71% 57% 85% 51%
# of # of nonremedial remedial students students 131 37 174 29 546 55 217 254 132 542 232 57 377 277 82 551
State Community Colleges – Mathematics Remediation
Cincinnati State Technical & Community College Clark State Community College Columbus State Community College Edison State Community College Northwest State Community College Owens State Community College, Findlay Campus Owens State Community College, Toledo Campus Southern State Community College, Central Campus Southern State Community College, North Campus Southern State Community College, South Campus Terra State Community College Washington State Community College 65% 34% 41% 35% 48% 49% 58% 50% 86% 40% 79% 77% 179 73 898 111 164 78 442 4 7 5 63 31 239 85 216 104 144 48 458 102 45 73 309 239 53% 72% 62% 92% 68% 61% 61% 50% 33% 100% 56% 75% 55% 78% 60% 97% 69% 75% 69% 69% 73% 67% 66% 74%
Technical Colleges – Mathematics Remediation
Belmont Technical College Central Ohio Technical College Hocking Technical College Lima Technical College Marion Technical College Muskingum Area Technical College North Central State College Stark State College of Technology 46% 42% 63% 48% 64% 84% 34% 85% 170 40 220 93 22 45 35 60 36 28 225 66 86 146 77 313 76% 41% 50% 67% 43% 66% 42% 49% 81% 71% 39% 73% 65% 68% 70% 67%
Chapter 08-9
University Branch Campuses – Mathematics Remediation
% of recent high school graduate remedial continuing with college level courses in same field at least one term after fall 1998 Bowling Green State University, Firelands Campus Kent State University, Ashtabula Campus Kent State University, East Liverpool Campus Kent State University, Geauga Campus Kent State University, Salem Campus Kent State University, Stark Campus Kent State University, Trumbull Campus Kent State University, Tuscarawas Campus Miami University, Hamilton Campus Miami University, Middletown Campus Ohio State University, Lima Campus Ohio State University, Mansfield Campus Ohio State University, Marion Campus Ohio State University, Newark Campus Ohio University, Chillicothe Campus Ohio University, Eastern Campus Ohio University, Lancaster Campus Ohio University, Southern Campus Ohio University, Zanesville Campus University of Akron, Wayne Campus University of Cincinnati, Clermont Campus University of Cincinnati, Raymond Walters Campus Wright State University, Lake Campus 72% 33% 27% 41% 29% 46% 48% 46% 79% 67% 75% 86% 76% 70% 65% 68% 62% 66% 56% 68% 41% 45% 83% Successful in all college level coursework in same field # of nonremedial Remedial Non-remedial students Students Students 94 46 16 36 22 206 91 120 307 294 232 190 149 293 77 136 209 87 123 170 55 101 117 61% 52% 67% 62% 60% 51% 73% 69% 38% 52% 74% 43% 47% 50% 35% 74% 64% 70% 59% 47% 64% 64% 40% 78% 72% 81% 44% 59% 67% 70% 76% 58% 68% 64% 67% 60% 61% 66% 71% 85% 86% 70% 74% 75% 56% 60%
# of remedial students 32 63 44 32 68 156 130 127 47 43 51 79 75 66 40 28 53 41 39 59 103 110 6
University Main Campuses – Mathematics Remediation
Bowling Green State University Kent State University Ohio State University Ohio University Shawnee State University University of Akron University of Cincinnati University of Toledo Wright State University Youngstown State University 80% 48% 86% 75% 93% 66% 70% 67% 90% 62% 302 721 162 87 41 407 485 313 173 171 1,896 1,410 5,446 2,511 503 1,599 2,092 1,683 1,593 339 76% 57% 39% 75% 32% 36% 36% 65% 34% 57% 73% 60% 55% 82% 56% 57% 43% 69% 55% 71%
Chapter 08-10