NECSS Initial Data Shows Transitional Courses are Preparing Students for Non-remedial Coursework 

For the last five years, transitional course development and implementation has been a collaborative effort by the NECSS Power of 15 committee, whose mission is to ensure all students graduate high school with one semester of college credit completed. To date, the NECSS region has had two cohorts of Transitional Math and one cohort of Transitional English students who have completed non-remedial coursework at Harper College. Initial data indicates students who take the Transitional Math course have a success rate in the non-remedial math course, equivalent to students who take the Harper Developmental course. The data is affirming for students who take the Math Transitions their senior year.

Likewise, this year’s first English cohort of students had a success rate in ENG 101, on par with students who qualified for the course through traditional measures. While the initial data is promising, NECSS will continue to monitor student success data annually to ensure continued success for these students.

Further, as part of their equity work, NECSS will continue to monitor quantitative data and analyze the disaggregated data of matriculating students who successfully complete transitional courses, to ensure the reduction of postsecondary barriers for all students.

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