Dozens of U.S. Department of Education (USDOE) programs have been eliminated over the past year.  Several had historically funded academic support programs.  Regardless of the majority party in Congress or the Presidency, most additional funds for education will be at the elementary and secondary level.  Due to the continuing budget deficit, additional funds are not likely for postsecondary education.
	USDOE in Fall 1996 published a national study of developmental education programs at the postsecondary level.  There are some congress persons who argue that developmental education should be shifted from the four-year colleges to the two-year institutions.
	A number of education programs will undergo special evaluations.  Officials at the Education Department say this is part of the performance-based emphasis that is going to be part of agency funding decisions in the future.  Programs facing heightened scrutiny in future years include TRIO higher education programs, Minority Science Improvement, and Fulbright-Hays Overseas.  Findings from the research may serve as a major factor in the continuation of the TRIO program.
	Some state and national leaders who wish to reduce or eliminate affirmative action policies believe that developmental education is a subcomponent of affirmative action programs.  This perception leads some of these leaders to propose that since they perceive there is no longer a need for affirmative action, there is therefore no need for developmental education. [TRIO research indicates that Caucasians are the largest group served through TRIO programs.]
	Current USDOE Pell grant regulations limit their use for students who have been both accepted to an institution and have also been accepted for degree candidacy.  If these two previous conditions have been met, students may receive Pell Grant funding for officially attempting up to 30 semester hours of developmental education credit courses (those that do NOT count towards graduation credit).  Attempted hours are those course hours that appear on an official student transcript with a grade or withdrawal.
	When the Higher Education Act is revised and renewed in 1998, some Congressional Republicans may push to eliminate federal student aid for developmental courses as they look to make aid programs more efficient, student aid policy analysts say.  Several policy makers have said allowing low-achievers to obtain student aid may hurt all aid recipients in the long run because they are more likely to default on student loans and drop out of courses paid through grants, thereby offering little in economic returns.  Lawrence Gladieux, the College Board's director of policy analysis, advocates that  financial aid support for students enrolling in developmental courses be restricted to colleges with a good track record, such as low default rates and good management.  The Clinton Administration considered tying student aid to academic preparation.  As part of a 1994 plan to reform student-aid programs, the Education Department floated a proposal to bar Pell Grant recipients who do not speak English from using their grants to pay for English-language training.  In the face of opposition from college leaders, the Department dropped the plan.
	Some congressional leaders have identified higher education as the next major program for review after the welfare program debate is concluded.  Some are frustrated with the perceived indifference and lack of accountability of higher education.  Some members of Congress point out that tuition prices have been consistently increasing faster than the inflation rate and that there are no state or federal controls over such rate increases.  In addition, while colleges and universities enjoy huge annual appropriations and noncompetitive grants from the federal and state government, there is little or no accountability for results.  While some institutions have limited assessment and evaluation programs, government and workforce leaders call for programs that document and guarantee the quality of the graduates.
	Rather than basing appropriations on the average daily attendance or number of students on the official class roster on the 20th day of class, some legislators want to tie some or all funding to the number of graduates produced each year.  Analysis could also extend to whether the ethnicity represented by admitted students was mirrored in the proportions of the graduates.
	The House of Representatives Committee on Education was renamed by the Republican majority the "House Education and the Workforce Committee."  This reflects the view of some that education must be tied more closely to producing workers.  Some Republican leaders had previously urged that the Departments of Education and Commerce be merged to save money and to work together since they had common goals.

According to a survey of 58 chairpersons of legislative education committees in every state (except Wisconsin where officials did not have time to respond), colleges should spend more time improving undergraduate and teacher education and the public schools, and less time on research and remedial education.  The survey, funded by the National Education Association, found shakeups in committee assignments, brought on by Republican gains in recent elections, had caused a shift in attitudes and priorities among education power brokers.  Nearly half the lawmakers predicted that, within a few years, their states will link funding for higher education to school or student performance, such as enrollment and graduation rates.  Some of the lawmakers who were interviewed believe that by raising college admission standards and revising high school graduation requirements the result will be both an improvement of education and a decrease in the need for developmental education at the college level.  Because community colleges are cheaper for both students and the state, about 71 percent of the lawmakers support routing more students through those schools for the first two years of college as a way to cope with expected enrollment increases.  "The Politics of Remedy: State Legislative Views on Higher Education" is free from National Education Association, Office of Higher Education, 1201 16th St. NW, Washington, DC 20036, (202) 822-7200, email neacgr8@aol.com

Private education companies (Kaplan and Sylvan) are piloting programs at some two and four year colleges to provide an alternative to current practices regarding developmental education.

Arizona

	No state policy.
	Northern Arizona University's governing board insists that developmental courses not be offered on campus.  NAU works with local community colleges to provide the instruction.

Arkansas

	State legislation has capped institutional spending for developmental programs at funding levels for the 1992-93 academic year.  Institutions report on yearly developmental program expenditures and the sources of revenue to fund it.
	State Board of Higher Education is developing a plan to reduce expenditures for developmental programs at four year campuses from the 1992-93 funding level.
	The University of Central Arkansas has contracted with Pulaski Technical College to provide developmental reading courses on the University campus.

California

California State University Board of Trustees is considering changes in CSU 22 campus policy that would begin in the year 2007.  The plan projects that beginning in 2007 it would phase out the need for developmental courses by requiring college-level skills in English and mathematics as a condition of admission for recent high-school graduates.  The goal of the policy is to reduce the number of students needing remediation to 10 percent of the total by 2007.  A small number of developmental courses would be available for returning students who have been out of education for some time.  However, these students must demonstrate that they can complete their developmental courses within the first year.  Proponents claim that this move is primarily budget-driven to save funds for the CSU system.  School officials estimate that they would save $10 million - less than 1 percent of the system's operating budget - by phasing out developmental education.  "...the financially stressed CSU system can't keep making up for mistakes by local school districts."  Over 60 percent of entering students must take English and/or math developmental courses based on their scores with standardized and institutional placement examinations.  Even though entering students have higher academic credentials, more students are testing into developmental education courses.  Part of this is due to an increasing expectation level by CSU faculty members who have increased the difficulty of departmental screening tests.  "Many opponents see it [phasing out developmental education] as an ominous sign of things to come at CSU -- doors slamming shut to minorities and disadvantaged students who are more likely to need remedial help."

The California Education RoundTable has proposed that raising the number of required high school courses for graduation will reduce the number of students needing developmental education courses at the college level.  Leaders from the RoundTable charge that students either do not take enough of the college-bound English and mathematics courses or take take other related courses that are "too soft."  Leaders of this group are developing performance standards for college-bound courses.  The RoundTable is composed of leaders from the State Superintendent of Public Education, California Community College System, University of California, California State University, Associaiton of Independent California Colleges and Universities, and the California Postsecondary Education Commission.

Colorado

	By state statute, four-year institutions are prohibited from offering developmental courses.  Students needing developmental work are referred to state community colleges.
	In 1994 the Governor's Office developed "Goals 2000," a long range plan for education in the state.  There was an initial belief that if secondary school education was improved, there would no longer be a need for college level developmental education.  A recent study of community college students revealed that the majority of students enrolled in developmental courses either had not graduated from high school or were adults returning to college after a long period of absence from formal education.
	State education board policy mandates initial assessment by either a standardized instrument, a locally developed instrument, or interview.  Placement in developmental courses is not mandatory; if students choose not to enroll in classes recommended by assessment and an advisor, they must sign waivers stating that they are aware of jeopardizing their chances of success in classes for which they do not have prerequisites.

Florida

	Since 1985, community colleges have bee charged with all developmental education courses in Florida postsecondary institutions.  This means that public institutions, except for Florida A & M contract with local community colleges to provide developmental courses for university students who score below college-level on the state placement test.  It is important to note that universities still maintain learning centers to provide academic support for student who are eligible for college-level work.  Also, the community college system (consisting of 28 community colleges) and university system (consisting of 10 universities) operates under a closely monitored articulation agreement that assures articulation of course work.
	College prep students have three attempts to pass each developmental education course.  Students pay regular tuition for the first two attempts but they pay full instruction costs, a higher fee, for the third attempt.
	Developmental education students may concurrently enroll in college-level courses for which they qualify.  However, they are limited to 12 college credits before completing developmental course work, unless they meet specific criteria.
	State legislators are strongly encouraging college/high school collaboration to enhance college readiness for recent high school graduates.
	Community colleges are required to work with high schools to provide 10th grade students the opportunity to take the Florida College Entry Level Placement Test in the early part of the 10th grade for advisement.  This is to help students select appropriate courses that will help them complete developmental course work in high school and prepare them for college.  For example, in 1995 Santa Fe Community College tested approximately 1,000 tenth grade students and conducted workshops to provide assessment feedback to high school counselors, who subsequently used the information to help students select appropriate courses in eleventh and twelfth grades.  This gives students the opportunity to obtain remediation while they are still in high school, before they enroll in college.
	All new money for Florida community colleges will be dependent on performance-based budgeting.  Colleges are given additional points for graduates who had completed developmental course work.

Georgia

	Democratic Gov. Zell Miller has proposed to restrict the state's $86-million aid program to college students who do not need developmental education.  The Governor's plan would limit full scholarships to high-school graduates who earn a 3.0 grade-point average in core-curriculum classes.  Students must now have a 3.0 average based on all high-school grades.  Too many scholarship students take remedial classes in college, Gov. Miller told legislators in January 1996.  Many of these students make up for poor grades in math or English with high grades in "easy, non-academic courses," he said.  In 1995, 40 percent of Georgia's 23,000 public-college freshmen needed remedial courses.
	Some propose at the four year college level the elimination of developmental education courses.
	The Board of Regents recently adopted a policy that: (1) raises admissions standards; (2) sets limits on the number of students who can be admitted at each school without meeting all entrance requirements; (3) reduces the number of students in developmental classes at four-year schools by 5 percent each year until the institutions reach their cap on exceptions; (4) limits increases in the percent of students in developmental courses at two-year schools to what they are today; (5) reviews the quality of high school courses intended to prepare students for college; and (6)  creates a massive program to tutor and encourage students academically beginning as early as the 4th grade.

Iowa

	University of Northern Iowa (UNI) does not offer developmental courses through the math department.  Instead, some students either enroll for a developmental math course through UNI continuing education or they enroll in a similar course at a nearby community college and then transfer the credit back to UNI.
	On the Iowa State University campus, Basic Algebra courses are taught by instructors hired by Des Moines Area Community College to teach 700 ISU students last year.

Kansas

Public two year colleges receive state reimbursements for up to 18 credit hours of developmental instruction for each individual student during their entire time at the institution.

Kentucky

Under consideration is Senate Bill 109 [Education Accountability Bill] by the state legislature.  Performance indicators in this education bill would include annual review of students after taking remedial courses and a review of all students regarding graduation and persistence rates.

Maryland

	Howard County Community College (HCCC) in Columbia, MD is experimenting with replacing traditional developmental courses with the for-profit Sylvan Learning Systems Company.  Students are offered an option to either take the developmental course from the HCCC developmental education department or to pay an additional $150 to take the course from a Sylvan staff member.  The HCCC courses have one instructor for each 24 students; Sylvan provides one instructor for each 6 students.
	Some groups propose elimination of four-year college developmental education courses.
	The President of one local community college has threatened to stop offering developmental courses since many of these students are not graduates of the county's high schools.  The CEO says that it is a financial drain on the institution to devote time, personnel and funds for such courses.

Massachusetts

The Massachusetts Higher Education Coordinating Council, frustrated with the poor preparation and shaky academic records of many public-college students, has ordered state institutions to use tougher admissions standards starting in 1997.  Recent data suggested that 12 to 25 per cent of public-college freshmen in 1994 would not have been admitted under the new policy.  James Carlin, the council's chairman, said "It's unfair to ask faculty members to teach in a classroom where they have to lower the presentation to the lowest common denominator."  Mr. Carlin is worried that admissions officers exempt unprepared applicants in order to increase tuition revenue.  He said he wants more money spent on academically motivated students and less on remedial-education classes, which are widespread at some campuses.  Getting rid of those programs is his next goal, he said.

Minnesota

Beginning with the 1995-96 year, postsecondary institutions are required to collect academic assessment and developmental course placement information and send it to the high schools of first-time students who are recommended for placement into developmental course work.

At the University of Minnesota a plan was defeated to phase out the General College which teaches underprepared students until they are ready to transfer to the university.  The closure would have funneled many students into community colleges and saved the university about $4.6 million.  The Provost had initially said that the General College was "...known as a place for dumb minority kids."  He has since apologized for making the remark.  More than 34 per cent of the college's students are from minority groups.

Missouri

	The Coordinating Board of Higher Education (CBHE) has banned developmental courses at the University of Missouri four-campus system.
	CBHE may extend the ban on developmental courses to the regional state universities as well.
	The CBHE has developed a new supplemental funding program for postsecondary institutions called Funding for Results (FFR).  FFR provides additional funds to individual institutions after they can document the results of new programs.  Some state legislators like the program since it may lead to linking part or all of the annual state appropriations to postsecondary institutions with achievement of measurable criteria.

Montana

	State legislature is considering a proposal to force a high school district to pay for developmental course work a student must take in college.
	Nevada
	Discussions continue about moving all developmental courses out of four-year institutions and having all instruction conducted at the community college level.
	Developmental courses are funded at 18:1 ratio in community colleges.

New Jersey

	State legislature is considering a proposal to force a high school district to pay for developmental course work a student must take in college.
	Under a New Jersey plan for retooling higher education policy, some students applying to degree-granting colleges could be required to take a test before admittance.  Some policy makers seek to use the test scores to require remedial courses.

New York

	A proposal has been offered that would impact  institutions within the City University of New York (CUNY).  The proposal is designed to limit developmental courses to the first year of college for students at four-year institutions.  About 9 percent of all CUNY courses could be considered to be at the developmental level.  One-third of all entering students take one or more developmental education courses.  Students who, according to scores on entrance exams, seem to need more than one year of remediation will (in this proposal) be channeled into a community college within the CUNY system.  The students would need to complete their associate degree at the two-year institution before they could be considered for admission to one of the CUNY four-year institutions.  Proponents of this proposal claim that it is a response to the enrollment of new immigrants who have extensive needs for developmental course work.  The proposal states that if students could complete their developmental course within the first year of college, they would be considered for admission to one of the CUNY four-year institutions.  This proposal is estimated to save $2 million annually.  The current mayor of New York has proposed the elimination of most all developmental courses and raising the admissions standards of the institution to address the low rates of graduation.
	The City University of New York (CUNY) system of colleges has cut counseling for developmental education students by 45 percent.  This has resulted in 50 counselors being retrenched.  The 1993-94 budget showed faculty costs for developmental courses at $17 million at senior level institutions and $20 million at the community colleges.
	Many colleges within the CUNY system are taking away all college credit from the developmental education courses.  This has a negative impact for financial aid recipients since they cannot count their developmental courses towards fulfilling the minimum academic load to receive their financial aid.
	The Mayor of New York is requiring all CUNY students who are also welfare recipients to work 20+ hours a week -- and the college campus cannot be used as a worksite to meet this work requirement.  This places additional time pressure on these students, some of whom are developmental education students.
	The Fall 1995 students enrolled at the City University of New York are the best academically prepared in two decades according to reports released by CUNY.  Some credit the higher academic standards.  Others point out that after tuition rose $750 in 1995 and state tuition aid declined to cover only 90 percent of tuition, some of the system's poorest -- and perhaps least prepared -- students could not enroll.

Ohio

Ohio State Legislative Office of Education Oversight Committee recommends that students complete developmental course work at a community college or a regional campus before admission to a four year university.  The Committee recommends the elimination of developmental course work at the four-year college level.  The Inter University Council (IUC) Provosts Committee protests these recommendations for several reasons: (1) it would greatly redistribute enrollments to community colleges; (2) it would limit access to universities; (3) lower socio-economic groups would be most affected; (4) developmental education remains a part of the mission of several universities that serve urban areas; (5) most students who require additional developmental education course work only need it in one area.

Ohio State University's College of Mathematical and Physical Sciences wants to eliminate developmental math classes for incoming students by transferring responsibility for such courses to community colleges or OSU departments that are responsible for general studies.  The phase-out will take several years.

Oklahoma

	Several four-year institutions do not offer developmental education.  However, they permit area community colleges to teach such classes on campus for their four-year students.
	Most institutions require:  mandatory testing with the ACT if they are under 21 and with ACT ASSET if they are over 21 or are entering college for the second time; mandatory placement in developmental education courses; and, if placed in developmental education courses, a final course grade of A, B, or C before student is allowed to enroll in entry level course (e.g., college algebra).
	Developmental education courses at most two and four-year institutions carry a surcharge of between $10 to $20 per credit hour.  Sometimes this surcharge money is directly funneled to the learning assistance center or it is deposited with the college's general operating fund.
	Oklahoma State University has an alternative admissions program for up to 8 percent of its new admits.  Current guidelines allow enrollment to students who have a reasonable chance for academic success; have unusual talent or ability in art, drama, music or sports; or are educationally or economically disadvantaged and ‘show a promise of success' in college.  Research suggests that these alternative admits have performed as well as students admitted through the traditional program of requiring an ACT score or 22, or be in the upper one-third of their graduating class with a grade point average of 3.0  A current proposal would allow the 8 percent level to be extended to 20 percent at OSU.
	A recent news report suggested that one out of three Oklahoma high school graduates need developmental courses.  Governor Keating said, "That is a scalding statistic, very worrisome."  The governor said one of his recommendations to the Legislature in February 1996 will be "not to pay at the higher ed level for remediation."  Keating said that the state needs "to emphasize the importance of academic preparation, to emphasize excellence at the high school and the higher ed level, to make our high schools more rigorous and to make college a learning opportunity and not just simply a social event."

Pennsylvania

Community colleges offer a wider variety of developmental courses and are funded at higher levels for these courses via state grants.

South Carolina

	The Commission on Higher Education is phasing out developmental education at four year colleges and shifting them to two year institutions.  The CHE says the move will save taxpayers $1.7 million annually.  CHE Commissioner Fred Sheheen said that the new system will "uplift the quality of instruction" at four-year schools since all new students will be ready for degree work.
	Some four-year institutions are dealing with the mandate concerning phase-out of developmental courses by renumbering and renaming the courses so that they count towards graduation credit.

Tennessee

Developmental courses are offered at both the community college and university level.

Texas

	Texas has a five-part system for delivering developmental course work and learning assistance called the Texas Academic Skills Program (TASP).  The five parts include: Testing, Advising, Placement, Remediation, and Evaluation.  The TASP test is administered to all students (who are not otherwise exempt) attending Texas public post-secondary institutions.  Test results are used to advise students, and to place them in appropriate developmental course work, if needed.  Students have to pass the test prior to accumulating 60 semester credit hours, or be restricted from graduating from a two-year college or taking upper division classes at a four-year school.  There has been discussion among legislators about discounting these restrictions.  In 1996, through the efforts of Don Garnett at Texas Tech University and others, a video called "TASP Success Stories" and a brochure entitled "Fast Facts About TASP" were distributed to all state legislators in Austin.
	More than $150 million has been allocated this biennium by the legislature for remedial and developmental course work and services.
	TASP test scores of entering college freshman are grouped by their high school and made available to public high schools.  The districts are under no obligation to publish these results.  There are some policy makers who believe that publishing these results might put the onus for underachieving college students back on the high school.
	Long time supports of the TASP were generally pleased with the results of a study conducted by the National Center for Developmental Education.  The study reported numerous positive statements about the program, including "The TASP has become an essential part of quality assurance efforts in Texas higher education."  "(TASP) represents a comprehensive and forward looking effort to ensure the credibility and the meaning of a college degree."  The report also listed a number of recommendations which would strengthen the program.  In spite of those positive findings, a movement is underway in the State to alter or even eliminate the TASP.
	A report by the Higher Education Coalition of Texas argues that $750 million is needed to improve graduation and retention rates of students.  The Coalition argues that economic development for the state is dependent upon developing its "human capital," especially that of the state's historically disadvantaged groups -- African Americans, Latinos, and Hispanics -- which also are the fastest growing populations.  Without the expansion of an educated work force, the Coalition suggests that the economic competitiveness will be threatened and the tax base eroded.

Virginia

Some propose elimination of developmental education courses at the four year college level.

Washington

	State legislature considering a requirement for K-12 public school districts to reimburse colleges for the expense of providing developmental education for college students within three years of high school graduation.  State funds would be prohibited from being used to pay for any developmental education course work.
	Postsecondary institutions now inform K-12 public school districts concerning the number of their high school students who need developmental education.
	Postsecondary institutions and K-12 school districts are developing a definition of what constitutes developmental course work.

West Virginia

	A bill in the recent state legislature proposed to charge high schools if their graduates needed developmental courses at the college-level.
	Wisconsin
	Students must pay the "full cost" of developmental courses.  Credits do not count toward graduation.
	Institutions submit an annual report concerning  effectiveness of developmental education.

Wyoming

Casper College requests that high schools pay for developmental education courses that their incoming first-year students need.

Sources: The Atlanta Journal-Constitution, May 2 and June 15, 1995; Black Issues in Higher Education, October 17 and December 26, 1996; Change Magazine, May/June, 1995; The Charlotte Observer, March 18, 1996; The Chronicle of Higher Education, December 12, 1995, January 12, 1996,  January 19, 1996, April 12, 1996, and April 26, 1996; The Daily Oklahoman, February 1, 1996; Education Daily, October 12, 1995, December 22, 1995, and April 10, 1996; Education Week, April 12, 1995; Federal Assistance Monitor, October 3, 1996; LRNASST Internet Postings, July 20, July 21, July 25, July 26, October 3 , and October 4, 1995; The New York Times, June 7, June 14, and December 10, 1995; Recruitment and Retention Newsletter, July 1995; San Francisco Examiner, August 20, 1995; UPI News Release, July 6, 1995; USA Today, June 26, 1995; The Washington Post, June 30, 1995; and personal correspondence and telephone calls with developmental educators from across the U.S.