The term "triage" has entered the lexicon of community college education. It seems to crop up a lot these days, most recently in the fine article by Dean Dad in Inside Higher Ed.
In medical TV shows (or the current movie "Contagion") the term describes the protocols of first-responders, after a horrible disaster, epidemic, or accident. The health professionals prioritize, segregating the afflicted into categories, based on observable symptoms. A little research reveals that the term triage first arose during World War I with French medics. Wounded soldiers who appeared to have little chance of survival were placed at the back of the line, so the docs could work on those with better odds. It was undoubtedly a grim, but necessary, process.
Some now use triage as an operable term regarding developmental education. You get the idea.
As colleges grope for ways to do more with less, and in the face of discouraging statistics on student success in developmental education, it is probably inevitable that authorities and commentators would suggest that schools rethink their open admissions policies. For instance, Commissioner of Higher Education Raymund Paredes has asked educators and policy makers to consider placing students with the least chance of success, based on past performance and diagnostic exams, into Adult Basic Education (ABE), rather than in college developmental courses in math, reading, or writing.
To be clear, ABE is a worthy program. For more information, here's the link.
Dean Dad worries that triage in a community college context leads inexorably to demographic profiling:
Anyone with passing familiarity with the sociology of education can rattle off the demographics of the students most at risk: young men of color from shaky school districts. Their rates of academic success are dispiriting at best.
In a medical catastrophe, injuries are likely to be occur randomly. No so with educational casualties. There is a pattern.
Interestingly, here's the official "profile" of students in ABE, according to the agency Web site. Note especially the final statistic:
Student Profile
Most Adult Basic Education (ABE) students are in low intermediate (grades 4-6.9 education level).
Most Adult Secondary Education (ASE) students were at the low education level (grades 9-10.9).
Most English as a Second Language (ESL) students were at the beginning level, meaning little or no literacy in English.
54% of Adult Education students are in ESL (2009-2010).
75% are Hispanic.
At the very least, it's important to recognize and confront the demographic implications of triage, or whatever we choose to call it. If schools limit enrollment in developmental education, their institutional "success" stats may improve, but at what cost?
As always, please read the entire piece by Dean Dad linked above. He goes into more detail and offers suggestions.
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