Dr. Rabinowitz said that about 80 percent of freshman entering community college in the CUNY system require remediation in reading, writing, math, or some combination of those subjects. Students of color are twice as likely to be assessed as needing remediation as white students. But at the end of one year, only half of all students in remediation have advanced out of those classes. The need for remediation is a chronic problem at community colleges around the country as students graduate from high school without the skills they need for college.

“We had outcomes that were in line with national averages, which is to say very disappointing,” Dr. Rabinowitz said. The system, she said, was not working. “And if that’s not working, then CUNY is not working.”

One fundamental shift CUNY is planning will address how students are assigned to remedial courses. Traditionally, most students entering CUNY community colleges take placement tests in reading, writing and math, which determines who needs help. But researchers and college administrators around the country worry that these tests put people in remedial classes who could have done well without them.

In fact, ACT, the testing company, withdrew its placement test from the market last year over such concerns. Ed Colby, a spokesman for the company said that the test, called Compass, and others like it, were not placing students where they should be. Students who had been out of high school for a few years when they took the exam were particularly likely to be unnecessarily steered toward remediation, Mr. Colby said.

For now, CUNY has switched to a different test — ACCUPLACER, which is a College Board exam — but the plan is to incorporate other measures as well. David Crook, associate university provost for academic affairs at CUNY, said they were considering looking at students’ grades in relevant classes, or perhaps their overall grade point average. They hope to have a new system in place for the fall of 2018.