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Texas Success Initiative Policy Discussion : Past, Present, and Future

Texas Success Initiative Policy Discussion : Past, Present, and Future. Texas Higher Education Coordinating Board Closing the Gaps Committee December 14, 2009. TSI (2003). College Readiness Determination in Te xas. TASP (1987). TSI/EOC (2009).

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Texas Success Initiative Policy Discussion : Past, Present, and Future

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  1. Texas Success Initiative Policy Discussion: Past, Present, and Future Texas Higher Education Coordinating Board Closing the Gaps Committee December 14, 2009

  2. TSI (2003) College Readiness Determination in Texas TASP (1987) TSI/EOC (2009) Low prescription Balance High prescription

  3. TSI: • requires the Commissioner of Higher Education to approve one or more college readiness assessments • requires the Coordinating Board to evaluate effectiveness • requires institutions to determine a student’s readiness to complete college-level work • requires an individualized remediation plan for students deemed not college ready • requires exemptions and/or waivers for veterans, active-duty military, and out-of-state degree transfers, and recent high school graduates that pass a TEA end-of-course assessment

  4. TSI: • allows institutions to have college readiness standards higher than the minimum standards set by state • allows the option of course-based or non course-based remediation activity • allows wide variance in developmental education efforts for students around the state

  5. TSI Challenges • Approved assessments are not aligned with the College and Career Readiness Standards (EPIC study results presented at June 2009 Participation and Success Committee Meeting) • Approved assessment cut-scores are not correlated. Thus, a student may be college ready with one approved assessment and require remediation with another • Determination of statewide effectiveness is difficult with the use of multiple approved assessments • The statute focuses primarily on assessment and placement. It does not address interventions and standards for exiting remediation • Monitoring compliance under this program is difficult due to the different developmental education approaches used at each institution

  6. Considerations for the Future • Consider a single assessment instrument that is aligned with the College and Career Readiness Standards and TEA end-of-course assessments • Consider policy regarding exemptions and/or waivers for veterans and active-duty military based upon persistence and graduation data for these students • Consider requiring certain interventions based-upon research supported best practices (i.e. linked courses)

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