Abstract
Remedial mathematics courses continue to be a large and increasing part of the instructional program at most postsecondary institutions (Fulton, 1996; Grubb & Kalman, 1994). The problematic nature of these courses is leading some universities to seek radical solutions. For example, the Board of Trustees of the City University of New York recently announced its controversial plan to phase out most remedial education beginning in January 2000 (Hebel, 1999). The California State University System adopted an equally controversial policy allowing students only one year to complete all remedial coursework (CSU Office of Public Affairs, 1999). Florida, Massachusetts, Georgia, Texas, and Virginia are considering or have already implemented similar policies that will impact the number of remedial courses taught at community colleges (Shaw, 1997).
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
