OSRHEOklahoma State Regents for Higher Education
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In effect, the new policy moved the focus in new student advising from having had the proper courses in high school to possessing the tested skills and knowledge, in large part because entry testing established that approximately one-half of the students needing remediation had no curricular deficiencies (OSRHE, 1992, p.
This was not an unreasonable perception, because the OSRHE's first report on remediation recommended that the regional and research universities "cease remedial course offerings" by fall of 1997 (OSRHE, 1992, p.
In substantial measure all three implemented the policy of the OSRHE. Before the 1994 policy change all three institutions already had procedures in place for administering placement tests, recommending placement, and offering remedial courses for students with curricular deficiencies or low test scores.
Despite the implementation results, the faculty and staff members of all three institutions had little or no respect for the role of the OSRHE in policymaking generally.
Thus, the Langston staff believed that the university's unique mission and the resulting circumstances and needs were not consistent with the general direction of the OSRHE and were not given full consideration in policy deliberations.
In sum, Langston was concerned about OSRHE's remediation policy in the early stages, because it symbolized notions of system differentiation and nonduplication of functions and, therefore, presented the prospect of defining remediation as not part of the institution's mission.
The OSRHE policy specifically exempts both groups, but the institution had always treated everyone equally and the ad hoc implementation group was not initially aware of the institutional leeway under the policy.
High-level administrators of both institutions initiated and negotiated the deal, undertaking it in light of the clear preference of the OSRHE. Faculty and the academic departments were not involved in the Rose State agreement until they were told it was arranged.
In both cases, the OSRHE policy appeared to mandate changes in previous curricular arrangements at UCO, changes that might have incited faculty attention and involvement in an implementation process that was short of time and understaffed.