This study explored factors that appear to contribute to the growing increase of remedial education in higher education. Participants included teachers and administrators from feeder high schools in northeast Tennessee, local community college instructors of remedial education, and administrators. Participants were experienced and knowledgeable in the field of remedial education.
Personal interviews and public domain documents included documentary material, books, magazines, newspaper articles, and use of the Internet to gather data for the study. Data analyses were broken down by participant group response to questions.
Findings indicated that most graduating high school seniors are not ready for community college or college level studies. Contributing factors appear to be the No Child Left Behind Act of 2001 (2002), lack of preparation in coursework for elementary and middle school students' entry into high school, lack of communication between the feeder high schools and the local community college, cookie cutter or one-size-fits-all approach to teaching, social promotion with no mastery of coursework, and teaching to tests.
","abstract_html":"<p>This study explored factors that appear to contribute to the growing increase of remedial education in higher education. Participants included teachers and administrators from feeder high schools in northeast Tennessee, local community college instructors of remedial education, and administrators. Participants were experienced and knowledgeable in the field of remedial education.</p><p>Personal interviews and public domain documents included documentary material, books, magazines, newspaper articles, and use of the Internet to gather data for the study. Data analyses were broken down by participant group response to questions.</p><p>Findings indicated that most graduating high school seniors are not ready for community college or college level studies. Contributing factors appear to be the No Child Left Behind Act of 2001 (2002), lack of preparation in coursework for elementary and middle school students' entry into high school, lack of communication between the feeder high schools and the local community college, cookie cutter or one-size-fits-all approach to teaching, social promotion with no mastery of coursework, and teaching to tests.</p>","abstract_has_math":false,"creators":["Bailey, E. Rowena"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - restricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-05T07:00:00Z","date_published":"2012-05-05T07:00:00Z","updated_at":"2026-07-24T02:20:42Z","subjects":["graduating high school seniors","Remedial Education","college readiness","Educational Sociology","Social and Behavioral Sciences","Sociology"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1480","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Bailey, E. Rowena"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2012-05-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["graduating high school seniors","Remedial Education","college readiness","Educational Sociology","Social and Behavioral Sciences","Sociology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2673/viewcontent/BaileyER021512f.pdf","https://dc.etsu.edu/etd/1480"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored factors that appear to contribute to the growing increase of remedial education in higher education. Participants included teachers and administrators from feeder high schools in northeast Tennessee, local community college instructors of remedial education, and administrators. Participants were experienced and knowledgeable in the field of remedial education.
Personal interviews and public domain documents included documentary material, books, magazines, newspaper articles, and use of the Internet to gather data for the study. Data analyses were broken down by participant group response to questions.
Findings indicated that most graduating high school seniors are not ready for community college or college level studies. Contributing factors appear to be the No Child Left Behind Act of 2001 (2002), lack of preparation in coursework for elementary and middle school students' entry into high school, lack of communication between the feeder high schools and the local community college, cookie cutter or one-size-fits-all approach to teaching, social promotion with no mastery of coursework, and teaching to tests.
"]},{"key":"dc:title","label":"Title","values":["Remedial Education: Addressing Contributing Factors"]}]}],"canonical_facts":{"dc:creator":["Bailey, E. Rowena"],"dc:date.issued":["2012-05-05T07:00:00Z"],"dc:description.abstract":["This study explored factors that appear to contribute to the growing increase of remedial education in higher education. Participants included teachers and administrators from feeder high schools in northeast Tennessee, local community college instructors of remedial education, and administrators. Participants were experienced and knowledgeable in the field of remedial education.
Personal interviews and public domain documents included documentary material, books, magazines, newspaper articles, and use of the Internet to gather data for the study. Data analyses were broken down by participant group response to questions.
Findings indicated that most graduating high school seniors are not ready for community college or college level studies. Contributing factors appear to be the No Child Left Behind Act of 2001 (2002), lack of preparation in coursework for elementary and middle school students' entry into high school, lack of communication between the feeder high schools and the local community college, cookie cutter or one-size-fits-all approach to teaching, social promotion with no mastery of coursework, and teaching to tests.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2673/viewcontent/BaileyER021512f.pdf","https://dc.etsu.edu/etd/1480"],"dc:rights":["Copyright by the authors."],"dc:subject":["graduating high school seniors","Remedial Education","college readiness","Educational Sociology","Social and Behavioral Sciences","Sociology"],"dc:title":["Remedial Education: Addressing Contributing Factors"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - restricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:20:42Z"}