Texas is in the midst of redesigning remedial courses at the state’s colleges and universities. This Dallas Observer piece has a good overview of what they did and how it’s going. Here’s the key quote: “During the fall 2018 semester, the first after the new model went into effect, the state saw 10,000 more students pass their first college-level course than during the fall 2017 semester.”
This is a super cool data visualization tool on FAFSA completion rates from Ellie Bruecker. You can narrow in on certain geographic regions or search by school name and see how FAFSA completions are trending over time.
“UW-Milwaukee and UW-Madison lie just 80 miles apart, but they might as well be on different planets when it comes to access and outcomes.” That’s from James Murphy in a new brief for Education Reform Now.
Florida has been a leader on teacher retirement policy, but I suggest a couple ways they could do even better.
“The key argument against exit exams—that they depress graduation rates—does not hold for [end-of-course exams].” That and more in this Fordham report on end-of-course exams.
Speaking of Fordham, I’ve enjoyed Mike Petrilli’s summer blog series on big-picture trends in education over the last 25 years. The whole thing is worth reading, but this paragraph from his series finale provides a nice summary:
The achievement of low-performing kids and children of color rose dramatically from the late 1990s until the Great Recession. That was mostly because of improving social and economic conditions for these children, but accountability reforms and increased spending played a role, as well. Over the last decade, that progress has mostly petered out. And the gains we made were, of course, not nearly enough, as they mostly meant getting more kids to a basic level of literacy and numeracy and walking across the high school graduation stage—nowhere near the goal of readiness for college, career, and citizenship that is the proper objective of our K–12 system.
–Guest post by Chad Aldeman