Predictors of Postsecondary Success: An Analysis of First Year College Remediation Page: 10
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Now more than ever, there was a need for secondary school educators to refocus their
attention and resources to improve the identification, preparation, and prediction of high school
students who would be most likely referred into collegiate-level developmental programs and
remedial courses. There had to be movement away from traditional assumptions that a high
school student who completed a core set of academic standards at the secondary level was
inevitably ready to complete college level work successfully. Secondary administrators and
teachers had to first understand and then accept there was a difference between students who
were eligible for college and students who were prepared for college (Conley, 2007). Secondary
educators had to move away from reactionary programs that relied on student state assessment
scores to determine after-the-fact remedial placement, and to design and implement preventive
strategies intended to identify, address, and predict academic deficiencies prior to graduation. A
challenge for secondary educators was to have sufficient data available to help predict which
students were most likely to be in need of collegiate level developmental education in the future.
By analyzing data from Texas colleges and universities, Martorell and McFarlin (2010)
discovered little evidence to support the premise that collegiate level remedial enrollment
advanced graduation rates for students. Advanced coursework was frequently considered to be
the main predictor for high school student higher education readiness and postsecondary
persistence (Byrd & Macdonald, 2005; Conley, 2005; Royster, Gross, & Hochbein, 2015).
Adelman (2006) found students completing rigorous courses in English; foreign language; social
studies; pre-calculus, calculus, or trigonometry; and biology, chemistry, or physics, were 95%
more likely to obtain their bachelor's degree. Given that college readiness was frequently
measured in terms of participation in remedial courses, retention rates (Complete College
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Baker, Emmett Andrew. Predictors of Postsecondary Success: An Analysis of First Year College Remediation, dissertation, August 2017; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1011868/m1/18/: accessed April 19, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .