Just this week, it happened again. The young student in my office wasn't sure whether to announce his accomplishment with pride, shame, or some combination of the two: "Except for math, I'm ready to graduate." I checked his math placement score. Three years earlier, he had placed into pre-algebra.

“You should plan on being with us for at least another year,” I replied.

Losing Students

Sound familiar? Most of us who work with students have such conversations regularly. However, as we well know, for every student who gets this far without having begun developmental coursework, there are dozens of others who are no longer on campus. They have evaporated into thin air. Their college careers have ended abruptly and, in most cases, permanently.

It is time for the instructional side of the house to accept responsibility for what has in the past been regarded as a “student services” issue.

The research is clear: early completion of developmental coursework greatly increases the likelihood of academic success. Yet few (if any) California community colleges ensure that students do what is in their own best interest by enrolling right away in developmental coursework. Instead, we rely upon orientation and advising, hoping we'll educate students to do what we lack the courage to tell them to do. We are de facto proponents of the “right to fail” school of thought, a philosophy which has not served community college students well in recent decades.

Other states have been much more directive. Maryland requires students to complete remedial coursework before they are permitted to take college-level courses. In Texas, Laredo Junior College (LJC) serves a student population that is 93% Hispanic and 61% female. During the mid-1980’s, in response to criticism that the college was not adequately preparing students in basic skills, LJC restricted entry to certain college-level courses. For other courses, it required concurrent enrollment in developmental education if a student was deemed “underprepared.” Initial concerns about the effects of this policy proved unjustified:

• Enrollment actually increased 25% between 1984 and 1988
• Retention and persistence improved dramatically

In California community colleges, Matriculation regulations forbid blocking students from courses that do not carry a validated prerequisite. However, there is nothing preventing us from requiring degree-seeking students to begin climbing the math and English ladders right away. In fact, in one study, this policy of concurrent enrollment was just as effective as mandating the completion of developmental coursework prior to enrolling in college-level courses.

Guidance for At-Risk Students

Some students will find ways to get around such a policy, but that should not concern us. The vast majority of at-risk students welcome the guidance of college professionals who demonstrate a commitment to student success. In fact, students often wish we would be more directive at the outset. Part-time students and others with reason should be granted exemption because the policy is not intended to hinder student choice as much as to guide the decision-making of students who are ill-equipped to make good academic choices on their own.

Instituting such a policy would also lift a heavy burden from already-overworked counselors and academic advisors. It is time for the instructional side of the house to accept responsibility for what has in the past been viewed as a “student services” issue. Instructors will almost certainly be pleased with the result.

About the Author

Patrick Wall, Ph.D.
Director of Basic Skills
Modesto Junior College, California

Dr. Patrick Wall has been Director of Basic Skills at Modesto Junior College since 2001. He has spent most of his academic career studying, teaching, or overseeing reading, writing, math, and ESL:

• B.S. in mathematics, UC Davis
• M.A. in English-TESOL, Cal Poly, San Luis Obispo
• Ph.D. in English, UNLV
• Post-doctoral work in Reading Education, Indiana University

Email: wallp@mjc.edu