Remedial classes have been a standard practice at community colleges since the 1980s, intended to support underperforming students and prepare them for success in college-level courses. These not-for-credit courses were designed to prevent students from failing actual college classes by providing extra support. However, recent debates have questioned the effectiveness of these courses, leading to significant policy changes.
In a notable move, Governor Gavin Newsom of California signed a bill limiting the ability of community colleges to place students in remedial courses. Now, colleges in California can only mandate remedial classes under “highly specific circumstances.” This shift reflects a broader trend, as other states, including Louisiana and Florida, have also limited or restructured their use of remedial courses.
Evidence from Other States
Louisiana’s public colleges no longer place students in remedial English and mathematics courses. Instead, students are enrolled in for-credit classes with additional academic support. Data from the 2020-21 academic year indicate that students in for-credit math classes had a pass rate exceeding 50%, compared to just 11% for those in remedial courses.
Florida implemented similar changes in 2014, making placement exams and remedial classes optional and replacing them with for-credit classes. A 2019 study from the Center for Postsecondary Success at Florida State University found that these changes increased overall student success.
Criticisms of Remedial Classes
Critics of remedial classes point to several issues. Research by Judith Scott-Clayton and colleagues estimates that 25% to 33% of students are incorrectly placed in remedial courses, despite being capable of succeeding in college-level courses. Additionally, most students required to take remedial classes do not obtain a degree. Remedial courses also add to students’ costs without advancing them towards their degrees.
The Case for Remedial Classes
Despite these criticisms, remedial classes have a role in addressing the gap between high school preparation and college expectations. Studies from ACT show a concerning trend of grade inflation in high schools, with the average GPA increasing from 2.68 in 1990 to 3.11 in 2019, even as performance on standardized tests like the National Assessment of Educational Progress (NAEP) and ACT composite scores have declined. This suggests that high school graduates may be less prepared for college-level work despite higher GPAs.
Addressing the Root Causes
Rather than eliminating remedial classes, a more effective solution may lie in addressing the root causes of academic underpreparedness. Improving the quality of K-12 education to better prepare students for college workloads is essential. Simply banning remedial courses without tackling these underlying issues risks leaving students even less prepared for the rigors of higher education.
Conclusion
The debate over remedial classes in community colleges highlights a critical issue in the education system: the gap between high school preparation and college expectations. While recent policy changes reflect a shift towards integrating underprepared students into for-credit courses with additional support, the underlying problem of inadequate preparation in K-12 education must be addressed to ensure long-term success for all students.
