This article reports on a qualitative case study that investigated state and institutional practices for remediation in 15 community colleges in six states. The colleges were selected for region, size, and urbanicity. The six states in which the colleges were located varied on the level of regulation of institutional remedial policy and were placed on a spectrum ranging from laissez-faire to micromanagement.
The investigation found that many of the institutions had procedures designed to require remediation early in the student's program, but both assessment and placement mandates appeared to be softened either at the state or institutional level, with the effect of reducing the number of students who were required to enroll in remedial courses. This trend is discussed as a struggle between the access mission of the traditionally open-door community college and the drive to protect educational standards.
This article was published in Teachers College Record, vol. 108.
