In Confessions of a Community College Dean: Farm Teams, “Dean Dad” responds to an article in Inside Higher Education, describing a program at Western Governors University (a private, non-profit, online college) that hands off weaker students to the StraighterLine (a cheaper, unaccredited program of online college courses that does not lead to a degree, but which are accepted for transfer by WGU and a few other colleges). Dean Dad does not talk about this specific program, but writes,
But the basic idea makes sense. When selective institutions—especially public ones—are physically close to community colleges, sending “near-miss” applicants to the community college to prove themselves and get up to speed offers a smart answer for everyone involved. The elite public institution gets to manage the difficult trick of maintaining both standards and openness to the public at the same time. The near-miss student gets a chance to prove herself, and at lower cost. And the community college gets a pipeline of strong students with something to prove.
It’s especially smart for students who have a distinct, isolated area of need, such as English language learners or students with math gaps. In those cases, students would benefit from the relative specialization that community colleges offer. For the strong-ish student who just needs a little more time to get to the next level, a setting with small introductory classes taught by faculty hired to do exactly that is probably better than a 300-student auditorium lecture in which the main interaction is with a t.a. And I say that having been one of those t.a.’s.
A farm system is different from the “transfer” system we have now. In the usual “transfer” system, a student applies first (or simultaneously) to the community college, and moves on when ready. (Ideally, that’s at the point of graduation, though many students leave earlier and hurt our “performance” numbers even as they succeed at the next level. But that’s another post.) In a farm system, the student applies initially to the elite institution and is referred to the community college. I see no reason the two systems should be mutually exclusive.
I see a lot to like in the “farm team” system that he proposes. We certainly get a fair number of students at UC who are not ready for UC-level work (thanks to the “eligibility in the local context” admission policy, which admits students even if their high school teaches only to grade-school levels of competence). It would be useful to be able to encourage some of these students to do remedial courses in the community colleges first, since UC does not do a very good job of remediation, and the community colleges do much better. And it isn’t just the weakest students who could benefit from taking some community college courses—there are plenty of standard courses (calculus, physics, intro to programming, chemistry, … ) that are taught as well or better at the local community college. According to the undergrad assistant dean for the School of Engineering, our transfer students do slightly better in courses that depend on these as prerequisites than the students who took the corresponding lower-division courses at UC.
The current system is set up to discourage students from taking community college classes once they are admitted to UC, making the transfer paperwork far more onerous after admission than before, both for the student and for the advising office. Perhaps this is a practice that needs to be rethought by the UC faculty and administrators.