Predictors of Postsecondary Success: An Analysis of First Year College Remediation Page: 31
The following text was automatically extracted from the image on this page using optical character recognition software:
program facilities, and integration with college-level courses and other campus operations were
practices that may improve student [academic] outcome" (p. 35).
In 1987, the Texas legislature established a state-wide student assessment program
known as the Texas Academic Skills Program (TASP) to address the lack of adequate
preparation of incoming college students (THECB, 2014b). TASP required all students applying
to Texas colleges to take assessments in English, reading, and mathematics. Students scoring
below the specified cut score in any or all of these assessments were then required to be enrolled
into mandatory remedial education courses. Additionally, students failing these remedial courses
were required to be provided non-course based tutoring, and were required to remain in the
course until they passed the corresponding section of the TASP (Boylan & Saxon, 2006). In
addition to establishing a standardized student performance-based testing assessment that
impacted student placement into remedial education programs, the TASP provided remedial
program data that brought to light identifiable academic gaps between college retention and
degree persistence for students requiring TASP remediation and those who did not.
In October of 2000, the state of Texas created and adopted a higher education plan
outlining goals intended to closing the academic gaps associated with college participation,
success, and educational excellence (THECB, 2014b). Known as Closing the Gaps by 2015, this
state plan identified higher education goals, set a date of 15 years by which time the state of
Texas should reach those goals, and created a means by which the state could measure progress
towards those goals. In accordance with Closing the Gaps by 2015, the TASP was phased out
and replaced by the Texas Success Initiative (TSI) in 2003 (THECB, 2016b). As noted by Saxon
and Slate (2013), remedial assessment and referral decisions previously mandated by the TASP
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
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/m1/39/: accessed April 25, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .