Download or read book New Mexico English Remediation Taskforce Report written by New Mexico. Higher Education Department and published by . This book was released on 2016 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: In March, 2016, the state of New Mexico established a Remediation Task Force to examine remediation reform efforts across the state's higher education institutions. On March 11, the Task Force met for the "New Mexico Corequisite Remediation at Scale Policy Institute" in order to learn about the results of the latest national reform efforts from Complete College America, share models of remediation currently in place in New Mexico at several institutions, and begin collaboration on the New Mexico Remediation Task Force Recommendations Report due July, 2016. Faculty members from seven different New Mexico higher learning institutions served as Task Force members. The work was carried out under the leadership of Bridgette Noonen, Senior Policy Analyst, New Mexico Higher Education Department. Complete College America provided national as well as state data on remediation. After the initial meeting, Task Force members contacted English faculty at all higher education institutions and retrieved as much information and data as possible given the very restricted time frame, collectively developed a stronger sense of the current state of remedial education across New Mexico, and established this series of recommendations to help institutions best support, retain, accelerate, and graduate students who begin college underprepared. These recommendations are designed to assist individual institutions in identifying and adopting remediation models that best suit the needs of their students. This report discusses the following recommendations for improving remedial English in New Mexico: (1) Use multiple measures (WritePlacer, high school GPA's, advising sessions, and diagnostic essays) to supplement standard placement tests (Accuplacer) and to more accurately place students; (2) Offer accelerated co-requisite composition courses to move the majority of developmental students into college-level writing courses with additional support; (3) Continue to offer traditional remedial courses but increase (or maintain) the level of support to move students more quickly into college-level composition; (4) Implement or support existing Early Alert systems to provide guidance to struggling students and increase their chances of course completion; (5) Support Writing Centers so that Writing Center Directors and tutors can serve students and support faculty to the best of their ability; and (6) Create a statewide system for sharing resources and collecting comparable data. The following are appended: (1) Template--Report on Writing Program and Student Success; and (2) Members of the Taskforce.