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ERIC Number: ED292532
Record Type: RIE
Publication Date: 1987-Oct-9
Pages: 12
Abstractor: N/A
Reference Count: N/A
Preparing the Unprepared: Revising LJC's Remedial Program.
Mitchell, Tom
In recognition of the need to increase academic standards in its freshman composition course and expand its remedial English offerings, Laredo Junior College (LJC) in Texas developed a three-level remedial English program, with the lowest level focusing on sentence writing, the middle level on paragraph writing, and the upper level on essay writing. After mandatory placement, students should progress from one course to another based on standardized departmental exams and satisfactory performance on writing assignments. Once the curricular decisions had been made and placement criteria determined, several severe potential problems emerged: (1) the staff was worried that the prospect of taking as many as three remedial English courses before being allowed to take the college-level English course would be so demoralizing that prospective students would be driven away; (2) since many other disciplines also planned to impose entry-level writing requirements, there was great concern that enrollments would drop in the other disciplines for at least a year while students worked their way to the college level; and (3) there was concern that students attending college under full-time Pell Grants would be unable to schedule of full load of 12 hours given their scheduling limitations. Some of these problems were ameliorated by offering students the chance to take 6-hour courses made up of the first and second levels or second and third levels of the remedial program. Under the new standards, 77% of LJC's freshmen are required to take remedial English (30% at the lowest level, 30% at the middle level, and 40% at the upper level), and every discipline developed minimum reading requirements for courses. With these changes, LJC is now ready to face the anticipated impact of a state-mandated basic skills test for college freshmen. (UCM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Laredo Junior Coll., TX.