BALTIMORE ― The odds have long been stacked against students like those in Edward Ennels’ remedial math classes at Baltimore City Community College.
Only about a quarter of students nationally who take developmental — or remedial ― classes ever graduate.
The problem is so profound that the advocacy group Complete College America dubs remedial classes the “bridge to nowhere.” The challenge, educators say, is that even as billions are spent annually on remedial classes, many of these students run out of financial aid before they can complete their credit requirements, get discouraged by non-credit classes or find themselves unable to complete them.
The Baltimore school is one of several places around the country looking to improve the odds for these students.
The school, which serves a large swath of non-traditional students from the city of Baltimore, has combined some non-credit developmental classes, so students spend less time in them. It also has increased tutorial and other student supports and is re-thinking how classes are taught.
Ennels’ math classes include online, real-time assessments and students work at their own pace in areas they specifically need help.
“In this program, we only cover what the students need,” Ennels explained, pausing after chatting with students pounding away on computer keyboards.
