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1.

Traditionally colleges have relied on standalone non-credit-bearing developmental education (DE) to support students academically and ensure readiness for college-level courses. As emerging evidence has raised concerns about the effectiveness of DE courses, colleges and states have been experimenting with approaches that place students into credit-bearing coursework more quickly. To better understand which types of students might be most likely to benefit from being placed into college-level math coursework, this study examines heterogeneity in the causal effects of placement into college-level courses using a regression discontinuity design and administrative data from the state of Texas. We focus on student characteristics that are related to academic preparation or might signal a student’s likelihood of success or need for additional support and might therefore be factors considered for placement into college-level courses under “holistic advising” or “multiple measures” initiatives. We find heterogeneity in outcomes for many of the measures we examined. Students who declared an academic major designation, had bachelor’s degree aspirations, tested below college readiness on multiple subjects, were designated as Limited English Proficiency (LEP), and/or were economically disadvantaged status were more likely to benefit from placement into college-level math. Part-time enrollment or being over the age of 21 were associated with reduced benefits from placement into college-level math. We do not find any heterogeneity in outcomes for our high school achievement measure, three or more years of math taken in high school.

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2.
Every year many students enter college without the math preparation needed to succeed in their desired programs of study. Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has become an important focus for educators and policymakers. We conducted randomized experiments of low-cost online summer math programs at three universities to test whether this type of intervention can increase access to math preparation, improve placement and enrollment in fall math classes, and improve performance in first-year math courses. Students who received the intervention engaged with the platform, though at relatively low rates, and were more likely to retake the placement test and improve their scores than students in the control group. However, these improved scores did not translate into enrolling in higher level math courses, obtaining more math credits, or improving grades in math-related courses during the first year of college. Thus, providing students access to this online tool did not improve their math skills.  相似文献   

3.
Each year, a sizeable percentage of community college students enroll in remedial coursework to address skill deficiencies in math, writing, and/or reading. Unfortunately, the majority of these students do not attain college-level competency in the subjects in which they require remedial assistance. Moreover, students whose point of entry into the remedial sequence is at the lower end of the hierarchy of skill suffer the lowest rates of attainment by far. Yet, to date, we do not understand fully why students who begin at the lower end of the remedial sequence are so much less likely than are students who begin at the higher end to attain college-level competency. The purpose of this study is to illuminate the junctures in the remedial sequences in math and writing at which meaningful attrition of students is occurring and, in particular, the junctures at which ??low-skill?? remedial students suffer differential attrition relative to ??high-skill?? remedial students. To accomplish this end, I use data that address students in California??s community colleges to examine three ways of characterizing and explaining the differential in college-level skill attainment between low- and high-skill remedial math students and, separately, between low- and high-skill remedial writing students. The three characterizations include nonspecific attrition, skill-specific attrition, and course-specific attrition. I find that each of these characterizations contributes to explaining the differential in college-level skill attainment between low- and high-skill remedial students.  相似文献   

4.
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5.
This research examined the relationship between placement in a learning support college program and subsequent academic outcomes. The sample consisted of 275 entering freshmen students who were enrolled in the Learning Support reading courses in the fall of 2005. Data were collected from the Gordon College Office of Institutional Research. The data showed that of the 275 students who enrolled in a Learning Support reading course in the fall 2005 semester, 189 returned for the spring 2006 semester. Data also showed that 58% of the 275 students enrolled in Learning Support reading during fall 2005 successfully completed a basic reading intensive course upon completion of their remedial reading class. One hundred eighty seven students who had previously completed Learning Support reading enrolled (spring 2006 or later) in Introductory English 101 and 121 passed. Fifty-five students who had completed Learning Support reading enrolled (spring 2006 or later) in History 1121, Western Civilization, and 20 students passed. Six of the 205 students who completed Learning Support reading graduated Gordon College within a three-year period. The results of the present study indicate that the Learning Support Reading Program in place at Gordon College has proven to be a beneficial tool for at-risk college students. It is assumed that programs such as the Learning Support Program described here may help students build a foundation that will aid them throughout their college career.  相似文献   

6.
Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable: most students depart from the community college without a credential and without transferring to a four-year institution. Interestingly, however, many of these students continue to attend the community college after they exit the remedial math sequence, sometimes for an extended period. One is led to ask why students who do not complete the sequence generally are not finding their way to an alternative credential objective that does not require college-level math competency, such as a career and technical education certificate, sometimes referred to as a vocational certificate. In this study, I explore three possible answers to this question, including difficulty navigating to the alternative credential, declining participation in the community college, and declining academic performance. I find that all three of these explanations contribute (to varying degrees) to explaining the low rate of certificate completion among remedial math students who do not achieve college-level math competency.  相似文献   

7.
Academic underpreparedness is an issue for many first-time-in-college students, particularly those entering community colleges. Whereas many underprepared students enroll in developmental education, research has indicated that traditional remediation may not increase students’ chances for success. Therefore, states and colleges have begun to implement new course placement strategies to increase the accuracy of initial course placement and new instructional approaches to better serve their developmental students. Specifically, in 2013, the state of Florida passed Senate Bill 1720 which redesigned developmental coursework and placement policies across the Florida College System. The reform lifted developmental education placement exam testing and course enrollment requirements for certain exempt students, irrespective of prior academic preparation or achievement. The current study focuses on these exempt students—those who had the option to bypass developmental education—who were also underprepared, and their initial course selection and subsequent success in their gateway (introductory college-level) English course. Using statewide student-level data and logistic regression techniques, the results indicated that level of preparation was related to students’ course enrollment and gateway English course success. Students slightly underprepared in reading or writing were more likely than severely underprepared students to enroll in the gateway English class, relative to a developmental reading or writing course. In reading and writing, slightly underprepared students were more likely to pass English, relative to severely underprepared students. The authors consider the findings in light of recent national changes to developmental education and offer recommendations for policy and practice.  相似文献   

8.
At community colleges, student preparedness for college-level work is a significant initial barrier. Over 70% of community college students are reported to be inadequately prepared for college mathematics. Because students need to pass college-level math in order to enroll in subsequent courses required for their majors or to complete general requirements for their degrees, community colleges have searched for instructional redesign approaches that can produce more positive results. This study reports on a developmental math redesigned curriculum that dramatically improved student course completion rates and resulted in some advantage in enrolling in college-level math compared with their peers in the traditional developmental sequence. Results are discussed in terms of their practical significance and implications for further research.  相似文献   

9.
Postsecondary remediation is a controversial topic. On one hand, it fills an important and sizeable niche in higher education. On the other hand, critics argue that it wastes tax dollars, diminishes academic standards, and demoralizes faculty. Yet, despite the ongoing debate, few comprehensive, large-scale, multi-institutional evaluations of remedial programs have been published in recent memory. The study presented here constitutes a step forward in rectifying this deficit in the literature, with particular attention to testing the efficacy of remedial math programs. In this study, I use hierarchical multinomial logistic regression to analyze data that address a population of 85,894 freshmen, enrolled in 107 community colleges, for the purpose of comparing the long-term academic outcomes of students who remediate successfully (achieve college-level math skill) with those of students who achieve college-level math skill without remedial assistance. I find that these two groups of students experience comparable outcomes, which indicates that remedial math programs are highly effective at resolving skill deficiencies.
Peter Riley BahrEmail:
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10.
Scores on state standards‐based assessments are readily available and may be an appropriate alternative to traditional placement tests for assigning or accepting students into particular courses. Many community colleges do not require test scores for admissions purposes but do require some kind of placement scores for first‐year English and math courses. In this study, we examine the efficacy of using the reading and math portions of the Kansas State Assessment (KSA) for predicting the success of high school students taking College Algebra and College English I at a Kansas community college. Results showed that in this sample KSA scores predicted as well or better than more traditional placement tests and with no extra cost to the institution.  相似文献   

11.
Research in Higher Education - Colleges offer remedial coursework to help students enrolling in post-secondary education who are not adequately prepared to succeed in college-level courses. Despite...  相似文献   

12.
Randomly selected students required to take a remedial English course at a community college were placed in a regular English course on an experimental basis. The experimentally placed students were compared with those who enrolled in a regular course after passing a remedial course and with those who did not require remediation. Comparisons were made on ability, persistence, performance, and satisfaction. The remedial course had no effect on student satisfaction and persistence but a modest effect on subsequent course performance. The experimental methodology described can provide the college researcher with a basis for determining whether there is a need to revise or eliminate current remedial courses.  相似文献   

13.
ABSTRACT

Early alert systems have promised to be an integral component of a student success solution. The purpose of this quantitative study was to examine the relationship between the use of the early alert system and persistence for students taking developmental education courses and students taking college-level courses in the Virginia Community College System. A quasi-experimental, nonrandomized research design with matched-control groups was used to evaluate impact on student persistence. Data analysis was conducted using multiple binary logistic regressions. The results indicated the early alert system had a substantial and positive impact on developmental mathematics students, with minimal to no impact on developmental English and college-level students. Students enrolled in developmental English courses, experienced a positive, but much more modest impact. Finally, students in college-level courses experienced a very mild impact, in some instances positive and others negative.  相似文献   

14.
The literature argues that children are more likely to succeed academically if they acquire strong reading skills and a love of reading at a young age. In this paper, I evaluate an early childhood literacy program, Cocky’s Reading Express (CRE), to understand how reading events at school and the gifts of books impact learning. Combining the CRE visit records with administrative student data, I find that CRE leads to 0.02–0.03 of a standard deviation increase in statewide English Language Arts test scores among low-income students one year after the visit and find suggestive evidence that CRE improves the math scores for subgroups of students in poverty. In particular, the CRE effect varies based on locality and access to reading materials, with a larger effect on students residing in metropolitan areas or close to public libraries. However, the positive effects on low-income students diminish over time; CRE does not show impacts on the scores of students from better-off families either.  相似文献   

15.
The Institutional Research Officer and Vice President of Student Services from North Arkansas College, and the Mathematics Facilitator at the local educational cooperative have initiated a tracking study to determine (1) if area students who take college preparatory math courses in high school place into, and succeed in, subsequent college-level math courses at North Arkansas College and (2) if area students who come to college for a degree have taken sufficient college preparatory coursework in high school. The study disclosed that (1) students who take a high school course more rigorous than Algebra 2 place into, and succeed in, College Algebra at a high rate, and (2) most students have not taken sufficient college preparatory coursework in math. The second, and more important part of the project, has been to bring college and high school personnel together to work on solutions.  相似文献   

16.
This article argues for the importance of integrating a focus on language, literacy, and academic development for United States-educated language minority (US-LM) students, sometimes called Generation 1.5. It describes four initiatives at community colleges in California that aim to do so. US-LM students have completed some K–12 schooling in the United States, but their English is considered by community college faculty, staff, or assessment measures to be inadequate for college-level instruction. Although enacting effective language and literacy support for Generation 1.5 has centered on debates about whether these students belong in English as a Second Language (ESL) or remedial English courses, how they can best be identified and tested, or whether they should be taught in separate classes, we argue that more fundamental shifts are needed. Instead of conceiving of students’ language and literacy development solely in terms of progress through ESL or remedial English sequences, educators designing support for US-LM students must also consider larger contexts of students’ academic progress, promoting students’ development of language and literacy for success in academic and professional settings as well as progress toward completing credits required for associate degrees, certificates, and transfer to four-year institutions.  相似文献   

17.
Why are many community college students unable to exit remedial college preparation programs and advance into credit courses? Many educators have grappled with this question for years. While many fads and new techniques have been tried, few have been successful, except for learning styles, a research-based approach that has demonstrated statistically significant results. Learning styles refer to the way students concentrate on, process, internalize, and recall new and difficult information. Most people have learning-style preferences, but individual preferences differ significantly and the stronger the preference, the more important it is to provide compatible instructional strategies, especially among less academically successful students whose preferences may be quite different from successful students. With this in mind, two experiments were conducted at an urban community college experiencing difficulty getting remedial students to pass the ACT Writing Skills Test. In both experiments, the majority of students passed the standardized test and improved their scores significantly.  相似文献   

18.
A qualitative case study in 15 community colleges across the country found that learning assistance centers and specialized skills labs are an important means of increasing students' academic preparedness for postsecondary study. Since these facilities provide instruction or support in reading, writing, and math skills, it appears that they play a valuable remedial role. Most of the assistance occurs in the form of tutoring and computer-assisted instruction, and some of the centers also provide specialized learning workshops and self-paced remedial courses. The majority of colleges have several learning centers and labs, and duplication of services may explain the lower than expected demand for assistance services seen in some of the sites. However, the institutions consider the learning centers to be effective, and report positive outcomes including retention in college English and increase in GPA. Because, in some cases, recipients of learning assistance services display severe learning difficulties, tutors may benefit from professional development in instructional strategies for special-needs students. It is recommended that future research compare the effectiveness of learning assistance services and developmental education courses in boosting students' basic academic skills.  相似文献   

19.

This study investigates the link between basic math skills, remediation, and the educational opportunity and outcomes of community college students. Capitalizing on a unique placement policy in one community college that assigns students to remedial coursework based on multiple math skill cutoffs, I first identify the skills that most commonly inhibit student access to higher-level math courses; these are procedural fluency with fractions and the ability to solve word problems. I then estimate the impact of “just missing” these skill cutoffs using multiple rating-score regression discontinuity design. Missing just one fractions question on the placement diagnostic, and therefore starting college in a lower-level math course, had negative effects on college persistence and attainment. Missing other skill cutoffs did not have the same impacts. The findings suggest the need to reconsider the specific math expectations that regulate access to college math coursework.

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20.
When they graduate I want them to feel, “I went through a real thing, not an approximation of college, but I went through college and that means something!” (Adjunct Instructor)

This article explores the complexity of providing an academically rigorous college education to adult students enrolled in a union-supported worker education program affiliated with a large urban public university. The author examines differences in student and faculty perspectives on academic rigor and considers how students' lack of academic preparation intersects with institutional constraints to impact academic standards. She examines the role of race, ethnicity, class, and gender in determining academic expectations and outcomes and explores the complex and, at times, conflicting relationship between care and academic rigor. She highlights the crucial role of institutional constraints in hindering the implementation of rigorous education for academically under-prepared students. The author argues that high academic standards are an issue of educational equity for working class students of color and are integral to the social justice mission of the worker education program.  相似文献   

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