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A sign hangs on a wall outside the Messa Rink where Union College plays its home hockey games on campus at Union on Monday, April 14, 2014, in Schenectady, N.Y. Tiny Union, enrollment 2,200, defeated Minnesota, enrollment 48,000, Saturday for its first NCAA hockey title. (AP Photo/Mike Groll)
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Accepted students and their parents tour Union College on Monday, April 14, 2014, in Schenectady, N.Y. Tiny Union, enrollment 2,200, defeated Minnesota, enrollment 48,000, Saturday for its first NCAA hockey title. (AP Photo/Mike Groll)
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U.S. Sen. Tom Udall, D-N.M., talks to children's advocates, business leaders and educators about steps that can be taken to boost child wellbeing in New Mexico during a round table discussion in Albuquerque, N.M. Monday, April 14, 2014. (AP Photo/Susan Montoya Bryan)
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This photo taken March 12, 2014, shows developmental reading professor Naesea Price, left, giving student Rahman Hassan information on her office hours after a remedial English course at Baltimore City Community College in Baltimore. Only about a quarter of students nationally who take developmental _ or remedial _ classes ever graduate. The problem is so profound that the advocacy group Complete College America dubs remedial classes the “bridge to nowhere.” The challenge, educators say, is that even as billions is spent annually on remedial classes, many of these students run out of financial aid before they can complete their credit requirements, get discouraged by non-credit classes or find themselves unable to complete them. The Baltimore school is one of several places around the country looking to improve the odds for these students. (AP Photo/Patrick Semansky)
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This photo taken March 12, 2014, shows developmental reading professor Naesea Price pointing to a white board while teaching a lesson on sentence and paragraph structure in a remedial English course at Baltimore City Community College in Baltimore. Only about a quarter of students nationally who take developmental _ or remedial _ classes ever graduate. The problem is so profound that the advocacy group Complete College America dubs remedial classes the “bridge to nowhere.” The challenge, educators say, is that even as billions is spent annually on remedial classes, many of these students run out of financial aid before they can complete their credit requirements, get discouraged by non-credit classes or find themselves unable to complete them. The Baltimore school is one of several places around the country looking to improve the odds for these students. (AP Photo/Patrick Semansky)
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This photo taken March 12, 2014, shows a student's glasses sitting on a notebook containing math exercises in a remedial mathematics course at Baltimore City Community College in Baltimore. Only about a quarter of students nationally who take developmental _ or remedial _ classes ever graduate. The problem is so profound that the advocacy group Complete College America dubs remedial classes the “bridge to nowhere.” The challenge, educators say, is that even as billions is spent annually on remedial classes, many of these students run out of financial aid before they can complete their credit requirements, get discouraged by non-credit classes or find themselves unable to complete them. The Baltimore school is one of several places around the country looking to improve the odds for these students. (AP Photo/Patrick Semansky)
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This photo taken March 12, 2014, shows student Sharron Foreman, center, working on a computer alongside classmates during a remedial mathematics course at Baltimore City Community College in Baltimore. Only about a quarter of students nationally who take developmental _ or remedial _ classes ever graduate. The problem is so profound that the advocacy group Complete College America dubs remedial classes the “bridge to nowhere.” The challenge, educators say, is that even as billions is spent annually on remedial classes, many of these students run out of financial aid before they can complete their credit requirements, get discouraged by non-credit classes or find themselves unable to complete them. The Baltimore school is one of several places around the country looking to improve the odds for these students. (AP Photo/Patrick Semansky)
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This photo gtaken March 12, 2014, shows developmental reading professor Naesea Price teaching a lesson on sentence and paragraph structure in a remedial English course at Baltimore City Community College in Baltimore. Only about a quarter of students nationally who take developmental _ or remedial _ classes ever graduate. The problem is so profound that the advocacy group Complete College America dubs remedial classes the “bridge to nowhere.” The challenge, educators say, is that even as billions is spent annually on remedial classes, many of these students run out of financial aid before they can complete their credit requirements, get discouraged by non-credit classes or find themselves unable to complete them. The Baltimore school is one of several places around the country looking to improve the odds for these students. (AP Photo/Patrick Semansky)
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This photo taken March 12, 2014, shows Edward Ennels, stadning, an associate mathematics professor, assisting student Floria Zobear during a remedial math course at Baltimore City Community College in Baltimore. Only about a quarter of students nationally who take developmental _ or remedial _ classes ever graduate. The problem is so profound that the advocacy group Complete College America dubs remedial classes the “bridge to nowhere.” The challenge, educators say, is that even as billions is spent annually on remedial classes, many of these students run out of financial aid before they can complete their credit requirements, get discouraged by non-credit classes or find themselves unable to complete them. The Baltimore school is one of several places around the country looking to improve the odds for these students. (AP Photo/Patrick Semansky)
