Commendations for the Success of Campus-Based Student Remediation Programs

AS-2847-08/APEP (Rev)


RESOLVED: The Academic Senate California State University (CSU) acknowledge, with enthusiasm, campuses of the CSU for the development of strong programs to address the needs for English and mathematics remediation identified in first-time freshman matriculates within the CSU; and be it further

RESOLVED: The Academic Senate CSU urge the Chancellor and the Board of Trustees of the CSU to continue to provide generous financial support for the continued sharing of programs and best practices that have demonstrated efficacy in the remediation of English and mathematics skill deficits in first-time freshman matriculates within the CSU; and be it further

RESOLVED: The Academic Senate CSU recommends that this resolution be distributed to campus Provosts and Vice Presidents for Academic Affairs, to faculty, staff and administration involved in remediation as well as campus Senate chairs.

RATIONALE:  Systemwide data (see table below) indicate that 97% of first time freshmen at campuses of the CSU are fully proficient at the start of their second year, having satisfied the entry level requirements for both mathematics and English.

The Board of Trustees was informed that 83% of the first time freshmen needing remediation were fully proficient at the beginning of their sophomore year.  While an 83% success rate is commendable, the 17% not achieving proficiency includes first-time freshmen that did not continue into their second year.  A significant body of research has identified a variety of reasons for freshmen not continuing.  While campus remediation programs should improve retention rates for students continuing beyond their freshmen year, these programs were not intended to deal with the variety of reasons that students stop-out during their freshmen year.  In fact, if retention efforts were to increase the number of first time freshmen that did not drop out, our campus success rates indicate that those students needing remediation would also achieve proficiency.  Clearly, the 97% success rate is the more appropriate measure of remediation efforts.

A number of campuses have continued to track those students that successfully completed their remediation.  Findings indicate no statistical difference between the success rates of these students and those that required no remediation.

The Academic Senate believes that proper recognition of the continued efforts by faculty and staff on the various campuses is warranted by the data represented in the fall 2005 Freshman Proficiency at Entry. The data provides compelling evidence that campuses of the CSU have initiated strong programs in remediation. Further, it is clear that CSU campuses are being successful in their remediation effort based on their assessment of local needs which have generated campus-specific approaches to remediation. In addition, individual campuses have discovered that remediation efforts that are successful for one campus may not have the same impact at another campus due to the distinctiveness of magnet programs on individual campuses and the student body those programs attract.

Finally, the Academic Senate CSU recognizes that ongoing and adequate fiscal resources must be dedicated to ensure the continued success of the System’s campus-based remediation programs.

Approved Unanimously May 8-9, 2008

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