The proposed transition from the current developmental education program to RISE has been part of a broader assessment of student success in completing gateway math and English courses. The two primary factors considered in the proposed RISE model are proper placement of students in gateway math and English courses and academic support for students in the context of their math and English courses. Students enter our colleges with different goals and different needs based on their chosen programs of study. The current system of placement through Multiple Measures, with an unweighted high school GPA of 2.6 as the primary measure to bypass remediation and the NC DAP assessment as a placement tool for math, reading, and English, has failed to provide accurate placement for gateway math and English courses. Although redesign efforts in the past have improved success rates, students requiring remediation continue to languish in a developmental pre-requisite system that has insufficiently advanced students to complete their gateway math and English courses in a timely fashion.
Through an extensive review of literature, on-site observations in other states, and shared experiences from faculty and staff across the system, the RISE teams have developed a model to promote student success to complete gateway math and English courses. By specifically addressing challenges from lessons learned in the past, our colleagues have focused on a continuum of placement from high school to community college, students who have a non-traditional paths, and current community college students who need a different approach to help them be successful in their gateway math and English courses. The information provided in the following will offer a more complete compilation of processes and proposed decisions for pilot implementation of the RISE model.
RISE Documentation can be found here: RISE Documents