Work Group on Admission of At-Risk Students to College

In February 2007, the Regents Higher Education and Professional Practice Committee revisited policy recommendations relating to remedial/developmental coursework and the strengthening of admissions policies in the State’s colleges, with a view to determining next steps. The Board had endorsed the following recommendations last year:

• Clearly define and differentiate remedial and developmental coursework from credit bearing college coursework to ensure that students are appropriately prepared to succeed and to graduate.
  
  
• Strengthen admissions policies. Ensure prospective college students, especially those without a high school diploma or GED, have accurate information on the college, job placement and/or transfer opportunities necessary to make educated enrollment decisions.

More recently, a provision in the 2007-2008 State budget changes the eligibility requirements for Tuition Assistance Program (TAP) awards. Students without a high school diploma or a recognized equivalent of a high school diploma from the United States must pass a federally-approved ability-to-benefit (ATB) test approved by the Commissioner to be eligible for a TAP award. On April 11, 2007, the Department convened representatives from all four sectors of higher education to gather input from the field about how to build on the Regents recommendations, define implementation steps, and identify an appropriate ATB test for TAP eligibility.

Joseph Frey, Associate Commissioner for the Office of Higher Education, chaired the meeting and led a discussion around the following questions:

• There are seven federally approved ATB tests. Which are appropriate for measuring college readiness within the context of college admission and/or TAP eligibility within New York State?
  
  
• Are the federally approved pass points for these tests for financial aid eligibility appropriate measures of college readiness, or should/could higher pass points be set?
  
  
• What data do we have on research about pass points and student success?
  
  
• How do we define remedial and developmental coursework as opposed to college level work? What level do students need to be in order to “test out” of developmental courses?
  
  
• How do we ensure and maintain a balance between access to college admission and probability of completion?

The meeting afforded an opportunity for an exchange of ideas among the higher education sectors. Associate Commissioner Frey noted that the Department will keep the field informed of subsequent developments on these issues. He requested additional comments from the group and indicated that the discussion on college admissions and academic support for students educationally at risk will continue throughout the coming months.

In the meantime, the Department will advance emergency regulations to the Board of Regents for its June meeting to identify the ATB tests that can be used for the fall 2007-2008 semester and thereafter. We will keep you apprised of future developments as information becomes available.