a much more effective system of student advising on campus. [Link to Wilson&Stamper_WhitePaper_QEP.pdf] The QEP Committee saw the possibility of formulating a topic that would link efforts to improve student learning in both developmental and gateway courses. The evidence in favor of this proved overwhelming.

The topic the Committee recommended and the University community approved for its QEP, “Academics with Attitude: Building the Foundation for Student Success,” emerged from a context that is national, state, and local in importance: the growing numbers of students who are under-prepared for the demands of a university-level education. Colleges and universities across the nation have expanded developmental course work and programs to assist students in bringing their knowledge base and skill sets in mathematics, reading, and writing up to levels necessary for successful completion of post-secondary course work. For example, in 2004, 32 percent of ACT examinees in the US required remediation in English, 34 percent in mathematics, and 30 percent in reading. (Link to Developmental Education Update_10-5-2006.pdf) The National Center for Educational Statistics in The Condition of Education 2004 reports that in the fall of 2000, the most recent year for which data is available, 76 percent of the Title IV degree-granting 2- and 4-year institutions that enrolled freshman offered at least one developmental reading, writing, or mathematics course. A higher proportion of institutions offered developmental courses in mathematics (71 percent) and writing (68 percent) than in reading (56 percent). Compared with private 4-year institutions, public 4-year institutions, such as KSU, were more likely to offer one or more developmental reading, writing, or mathematics courses (80% vs. 59%) (Link to p. 2 of Remedial Coursetaking_National_2004.pdf)

Students who take remedial classes often must spend more time in college than those who do not require it, and institutions have attempted to limit excessive graduation times. According to the National Center for Educational Statistics, in fall 2000 about one-fourth (26 percent) of the institutions reported that there was a limit on the length of time a student may take developmental courses at their institutions. Time limits on remediation were set by institutional policy in 71 percent of these institutions, and by state policy or law in 24 percent of institutions with such limits. Institutions tended to rely on their traditional academic departments as the primary providers of developmental education. In fall 2000, a majority of institutions cited their traditional academic departments as the most frequent providers of developmental writing (70 percent), mathematics (72 percent), and reading courses (57 percent). [Link to NationalCenterforEducationalStat_RemedialEd_2000.pdf]

In the state of Kentucky, the Kentucky Council on Postsecondary Education (CPE) maintains oversight of college- and university-level education. During the fall of 2001, the CPE instituted a placement policy mandating that all students entering undergraduate programs at public institutions who receive a score of 17 or below on ACT subject exams in mathematics, English, or reading be placed in remedial course work or receive supplemental instruction. In 2004 the CPE provided a more comprehensive list of learning outcomes that high-school students must achieve to avoid placement in collegiate developmental classes and stipulated the minimal scores for placement in college-level mathematics courses up through the level of calculus. (Link to Statewide Placement Policy 2004.pdf) Beginning in the fall semester of 2009, the required minimum ACT scores will be raised to 19 in mathematics and 21 in reading. (Link to Developmental Education Update_2008.pdf) That increase will make

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