Board of Higher Education Meeting Discusses Developmental Education
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The document discusses developmental education and college readiness in Massachusetts. It notes that while K-12 achievement is high, not all students graduate high school ready for college. Enrollment in developmental education courses is especially high for certain student populations. Data shows developmental education students have lower graduation rates than those who do not require developmental courses, though students who complete developmental requirements do see higher graduation rates. The document proposes recommendations like transforming developmental education, collecting student data, and supporting best practices to improve outcomes.
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Board of Higher Education Meeting Discusses Developmental Education
- 1. Board of Higher Education Meeting | December 6, 2011
Notas do Editor
- Methodology: Twelfth-graders were asked to report the highest level of education completed by each parent. Five response options—did not finish high school, graduated from high school, some education after high school, graduated from college, and “I don’t know”—were offered. Results are reported for the highest level of education for either parent . In Massachusetts 6% of students taking the exam reported highest level of parents’ education being “did not finish high school” compared to 59% reporting that a parent graduated from college. In the nation as a whole 9% were in the “did not finish high school” category but the “graduated from college” share was 47%. We can assume that NCES would not report the comparison if it was not statistically valid. They are typically very careful in this regard and throughout the report they do not report results for groups with insufficient sample sizes.
- Subsequent to the change in the admissions standard for science, convene a P-12/higher education working group to consider criteria for rigorous STE courses (including criteria for what constitutes a lab-based course) and over time build a repository of exemplar courses. This should include a review of any next generation P-12 science standards and their implications for teaching, learning and assessment. This approach will provide quality assurance to future students, schools and admissions officers.