N.Y. Education Law § 6303-a: Graduation, achievement and placement program

§ 6303-a. Graduation, achievement and placement program. 1.

Definitions. As used in this section, the following terms shall have

the following meanings:

(a) "Plan" shall mean the graduation, achievement and placement (GAP)

program plan to be developed by the state university trustees pursuant

to subdivision two of this section, after consultation with the

community college presidents, councils and faculty.

(b) "Program" shall mean the GAP program to be developed by the state

university trustees pursuant to subdivision two of this section.

2. By no later than July first, two thousand fourteen, the state

university trustees shall develop, as part of the master plan to be

submitted pursuant to section three hundred fifty-four of this chapter,

a comprehensive plan to be incorporated into its two thousand sixteen

master plan and fully implemented no later than July first, two thousand

eighteen at each of the state university of New York community colleges.

Such plan shall seek to develop a remedial education program to

accomplish the following goals:

(a) Improve community college outcomes by reducing the time to degree

completion or transfer to a four year college;

(b) Reduce state and local sponsor expenditures on remedial

coursework;

(c) Improve overall community college graduation rates and employment

prospects.

3. Each community college shall utilize features in its program

identified in the SUNY task force on remediation report, issued pursuant

to chapter fifty-seven of the laws of two thousand twelve, and shall

consider other features of successful existing programs, including, but

not limited to the following:

(a) Adoption of a consistent definition of "college readiness" for

student placement into remedial programs using multiple measures of

student achievement;

(b) Accelerated developmental education program offerings;

(c) Incorporating remedial instruction into the beginning of

college-level programs, either as introductory courses or integrated

into initial college-level courses;

(d) Utilize supplemental academic support for developmental students

enrolled in college level courses as well as other contextualization

models;

(e) A consolidated course schedule that permits students to take

classes in a morning, afternoon or evening schedule so as to enable

students to balance school, work and other personal responsibilities;

(f) An advisement model that directs counselors with assigned

caseloads to meet with students monthly from program entry until

graduation;

(g) Career and employment services that provide students with

interview training, job skills and career planning;

(h) Academic support services that provide tutoring from qualified

undergraduate or graduate students or faculty; and

(i) Comprehensive evaluation and the use of data to assess the

effectiveness of the program.

4. Each community college shall be required to implement, on a partial

basis, its program by the two thousand fourteen--two thousand fifteen

academic year.

5. Each community college shall report on the implementation of the

program and shall report on measures of student success for each student

enrolled in such program. Such report shall include but not be limited

to:

(a) Annual number and percentage of entering first-time students

enrolled in remedial (developmental) education courses in math,

english/reading or both and complete a college-level course in the same

subject.

(b) Annual number and percentage of entering first-time degree or

certificate seeking students who complete entry college-level math,

english and reading courses within the first two consecutive academic

years.

(c) Number and percentage of entering degree or certificate seeking

students enrolling from fall to spring and fall to fall at an

institution of higher education.