ENGLISH REMEDIATION IN HIGHER EDUCATION

CONTEXT OF STUDY
In contributing to a large gap in the field, this longitudinal study using statistical data examined the characteristics and effects of English remediation in higher education. Using secondary data analysis (see: CONCLUSIONS No difference in student performance whether remediated or not. Smith, 2012), test scores and pass/fail outcomes for over 5,000 student grades were analyzed at a Puerto Rican university where English remediation had been enacted and later discontinued. Findings indicate negligible benefits for remediation, particularly as students who underwent remediation had nearly the same pass/fail outcome in basic English as those who went directly into said course.

Are remedial English courses in higher education effective? Using statistical data over a 6-year period, one such study of remediation sheds important light into this critical question affecting the next generation of English learners.

Over 90% pass and less than 10% fail basic English regardless of remediation. Low total numbers for remediation worth the costs and effects? Each context is unique individualized studies and analysis required. Heres to the next generation of ESL!

TESOL 2014 INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO MASTERS STUDENT FORUM PRESENTER KEVIN R. BATHKE UNIVERSITY OF PUERTO RICO -

Kevin Bathke P.O. Box 9000 UPRM Mayagez, PR 00680

M.A. English Education and Applied Linguistics EFL Instructor | Specialist | Translator www.kevinbathkeportfolio.weebly.com

LACK OF DATA AND NEED FOR MORE STUDIES ON THE COSTS AND EFFECTS OF REMEDIATION (BRENEMAN AND HAARLOW, 1998; BETTINGER AND LONG, 2006; MARTORELL AND MCFARLIN, 2007; BETTINGER AND LONG, 2008; CALCAGNO AND LONG, 2008; AMONG OTHERS).

MAYAGEZ
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ENGLISH REMEDIATION IN HIGHER EDUCATION

Public versus private REMEDIATION PERFORMANCE
An ongoing debate in Puerto Rico concerns

Test scores and results

The ESLAT is a pre-admission English test score. Historically at UPRM, those scoring 469 or below were labeled as remedial. A score of 470569 meant placement into basic English. Whether or not remedial labeled students took remediation, there was no significant change in

private versus public secondary education. This

study offers insight for the studied population as

well.

performance in the next English course.

Not only have over 90% of the students passed basic English regardless of being remediated or not, but total numbers of remedial labeled From 2009-10 through 2011-12, students who scored 469 or lower on the ESLAT pre-admission exam were placed in remediation. In 2012-13 and 2013-14, those students went directly into basic English. Over 90% pass rate Insignificant change whether remediated or directly into basic
2009-10 2010-11 2011-12 2012-13 2013-14 12 8 11 19 10

students have also been low. This begs the question, is remediation worth the costs and effects to the university and students?
Academic Year Failure Total Total number of students scoring 469 and below on ESLAT 154 112 146 236 120 Failure Percentage

For further data, comparisons, indicators of

7.8% 7.1% 7.5% 8.1% 8.3%

remediation, and results, visit the following website for a copy of the present study: kevinbathkeportfolio.weebly.com