72.028 - Examining California State University Remediation Policies and Practices: Implications for Students, Faculty, and Staff

Session Type: Symposium

Abstract

Developmental education represents a national imperative in the United States, with one-in-five first-time college students beginning postsecondary education requiring academic remediation. Developmental education (also known as remediation) has historically been part of higher education in the U.S., and it includes policies, courses, and programs that aim to improve the academic readiness of undergraduates in mathematics and English. Using the California State University (CSU), the largest four-year university in the nation, as a case study, this session will examine nationwide college readiness policy developments, the Early Start policy, and the lived experiences of Early Start students, faculty, and staff required to participate in the program.

Sub Unit

• Division J - Postsecondary Education / Division J - Section 2b: College Student Success and Outcomes

Chair

• Robert T. Teranishi, University of California - Los Angeles

Papers

• A Descriptive Study of Remedial Policy at Broad-Access Four-Year Public Universities - Carolina Ramirez, University of California - Davis

• A Critical Race Case Study: Students of Color Completing a Residential Developmental Math Program - Nancy Acevedo-Gil, California State University - San Bernardino

• The Impact of Participation in Early Start on Students' Literacy Practices - Juliet Michelsen Wahleithner, California State University - Fresno

• Exploring the Implementation of an Early Start Program at One California State University Campus - Edna Martinez, California State University - San Bernardino

Discussant

• Michal Kurlaender, University of California - Davis