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College Readiness

College Readiness and Developmental Education

 Agenda     Speakers     Discussion Groups     Resources     Report & Recommendations 

Problem statement

The lack of college readiness among college students is a significant challenge in higher education. Too many high school graduates are entering higher education under prepared for college-level courses and too few under prepared students successfully complete developmental education courses and transfer into four year institutions. These challenges indicate three critical transfer points for under prepared students' academic progression—(1) from high schools into higher education, (2) from developmental courses into college-level courses, and (3) from community colleges into four year institutions. Until Texas College Readiness Standards are fully integrated into public and higher education curriculum and instruction, what policies and strategies would be necessary to assist the public schools and public colleges and universities in addressing the immediate needs of students not college ready? Address the question in terms of the following:
What research would Texas need to conduct in the area of college readiness and developmental education (or other topics) in order to inform the discussion?
What are the public and higher education curricular issues
What issues would be important to the discussion in terms of traditional vs. non-traditional student populations?

Under Prepared Students Transferring From High School to Higher Education:

Of the entering high school graduates who enter HEIs and are exempt or have met the Texas Success Initiative (TSI) standards for the academic years of 2002-2005, 62 percent met all parts, 68 percent met the math standard, 84 percent met the writing standard, and 79 percent met the reading standard. It is important to note that these data do not reflect how many high school graduates actually enroll into higher education.

Under Prepared Students Transferring From Developmental Education Into College-Level Courses:

In math, few under prepared students earn credit in college-level math courses within two years (CC=16%, Univ.=32%, TSTC/LA=15%).
In reading, few under prepared students earn credit in related college-level courses within two years (CC=45%, Univ.=53%, TSTC/LA=23%).
In writing, few under prepared students earn credit in college-level English courses within two years (CC=38%, Univ.=59%, TSTC/LA=24%).

Under Prepared Students Transferring From Two-Year Colleges Into Four Year Institutions:

Transfer students are more likely to have taken developmental education courses. When comparing students who had taken developmental courses prior to transfer with those who had not taken developmental courses, developmental students were nearly as likely to have earned a 2.0 GPA or better in their first year, and were as likely to persist into their second fall semester.

Recommendations:

  • Testing and diagnostics – want to know where student is deficient so we can provide necessary instruction.
  • Alignment of college readiness and curriculum
  • Partnerships – high school, transfer, higher education
  • New funding to replicate pilots and bring to scale

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