Purpose of the Bill

This bill aims to improve the effectiveness of developmental education in higher education institutions by implementing a corequisite model for English courses, ensuring students receive academic support while enrolled in college-level courses, as opposed to traditional, noncredit developmental courses. The bill also requires clear communication to students about the nature and credit status of courses they are enrolling in.

Main Provisions

• Clear Disclosures: Public postsecondary institutions must provide students with written explanations about the differences between noncredit developmental courses and credit-bearing courses. Students must sign an acknowledgment indicating their understanding of these differences.

• Corequisite Model Implementation: Institutions are required to replace traditional stand-alone developmental English courses with a one-semester corequisite model, where students directly enroll in college-level courses with concurrent academic support.

• Referral to Adult Basic Education: Students who do not meet the criteria for the corequisite courses must be referred to adult basic education programs to develop foundational skills before enrolling in credit-bearing courses.

• Role of the Commissioner: The commissioner is responsible for setting guidelines for integrating corequisite support into credit-bearing courses and providing technical assistance during the transition from traditional developmental education models.

Reporting Requirements

The commissioner must publish an annual report on the number of students in various educational pathways: - Those placed in noncredit developmental courses, corequisite courses, or referred to adult education programs. - The completion rates of students in uncredited remedial or developmental courses within one year. - Enrollment numbers in credit-bearing courses following completion of developmental education.

Significant Changes to Existing Law

The bill introduces a structured replacement of traditional developmental English courses with a corequisite model, ensuring students gain needed skills while earning credits towards graduation. It also enforces the use of adult basic education as a preparatory step for students not ready for credit courses.

Relevant Terms

• Corequisite model
• Developmental courses
• Adult basic education
• Remedial education
• Credit-bearing courses
• Postsecondary education