Board discusses expanding dual enrollment and co-requisite remediation to reduce college remediation

Committee members on April 16 discussed proposals to reduce postsecondary remediation by expanding dual enrollment and co-requisite supports so students can complete remedial coursework while in high school.

Dr. Casey Brock and others described multiple implementation options: (1) a trained adjunct instructor at the high school teaching a college-level remedial course with embedded lab supports; (2) a college professor delivering the course at the high school; or (3) an early-college/true-early-college model where students spend time on a college campus and can earn an associate degree by graduation.

Proponents argued these approaches could remove the financial and time burden of remediation after graduation and increase degree-completion rates. "If we could get the remedial course out of the way before they transition, that would be a huge benefit to easing the transition for a lot of students," a board member said.

Members noted scheduling and curricular trade-offs—students cannot take all AP, dual-enrollment and CTAE options simultaneously—and emphasized the role of earlier advising to ensure students are placed in the pathway that best fits their goals. The superintendent and staff signaled interest in piloting/coordinating models and in using district leverage with local higher-education partners to secure supports.

Next steps: staff will explore pilot models, partner commitments and resource implications and report back to the committee.