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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.
Advanced math coursework can affect college and labor market outcomes, yet discretionary placement policies can lead to differential access at key points in the college preparatory pipeline. We examine a targeted approach to course assignment that uses prior test scores to identify middle school students deemed qualified for a college preparatory math sequence. Accelerated math placement of relatively low-skilled middle schoolers increases the fraction later enrolling in Precalculus by one-seventh, and by over one-third for female and non-low income students. Acceleration increases college readiness and intentions to pursue a bachelor’s degree. Course placement rules based on objective measures can identify students capable of completing rigorous coursework but whom discretionary systems might overlook.  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.
ABSTRACT

Poor completion outcomes in community colleges’ developmental education programs have spurred reforms in developmental education policies and practices in order to increase students’ chances of success. In the case of developmental math, the focus of this article, such changes include revisions to testing and placement policies, amendments to the intended curriculum, and restructuring of the format and sequencing of courses. However, the measures that have highlighted the inadequacies of developmental math are, in themselves, insufficient for assessing the effectiveness of reforms to developmental math. Drawing on interview data from a classroom-level study of a community college’s pilot reform initiative in developmental math, we explore the learning goals articulated by the instructors and a sample of students across four pre-algebra classrooms. Through our analysis of their goals, as well as the extent to which students reported accomplishing those goals, our research underscores the important distinction between course completion and learning. This study highlights the need to assess the effectiveness of developmental math coursework in ways that extend beyond completion rates.  相似文献   

5.
Much has been written about the characteristics of effective college teachers. However, skill sets have not yet been defined with any level of specificity. Also, instructors at community colleges have unique working conditions and challenges that influence how they teach. This paper illustrates the use of three studies conducted to build and validate a framework for defining the competencies of effective community college faculty. The project's culmination was a set of skills used to redesign one university's master's in education (MAEd) program in two-year college teaching. Although participants in all three studies identified subject matter expertise as an important competency, they emphasized several other skill sets as being important for meaningful student learning. Those skills are related to the use of authentic activities and multiple instructional delivery models, multiple ways of assessing student learning, and skills that are necessary outside the classroom in their teaching roles. Participants also emphasized interpersonal and affective components of effective teaching.  相似文献   

6.
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   

7.
ABSTRACT

Recent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations.  相似文献   

8.
ABSTRACT

This study describes student behavior through the actual assessment and placement (A&P) process. It then uses an alternative A&P policy that utilizes an additional measure that assesses prior math preparedness alongside subtest choice. Utilizing data from a community college that allows its' students to choose the assessment subtest used to place them, we find a misalignment between students’ subtest choice and the highest math course they passed. After correcting for this misalignment through our alternative A&P criteria, we found that students experience increased access to higher levels of math while exhibiting similar success rates in their placed courses.  相似文献   

9.
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   

10.
Research has shown that first-generation, low-income college students experience both isolation and marginalization, especially during their first-year of college, which impacts their long-term persistence in higher education. In this article, I argue that learning community pedagogy designed with attention to multicultural curricula is one vehicle to address the challenges faced by these college students. Organized around the themes of identity, community, and agency, an interdisciplinary Multicultural Learning Voices Community (MLVC) was created at a large, public midwestern research university to provide TRiO students with challenging academic coursework that would connect with their lived experience and help them build bridges of social and academic integration during their critical first-year of college. This article presents qualitative data from a multiple case study of seven cohorts of the MLVC, which captures students’ perceptions of their experience. Rashné R. Jehangir  is Assistant Professor in the Department of Post Secondary Teaching and Learning in Education the University of Minnesota. She received her Ph.D. in Educational Policy and Administration and M.A. in Counseling and Student Personnel Psychology from the University of Minnesota. Her research interests include student development; access; persistence of low-income, first-generation students; and the transformation of teaching and learning to address intellectual, social, emotional and student development. She can be reached at jehan001@umn.edu.  相似文献   

11.
The persistence rates of community college transfer students were contrasted to those of native university students over a six year period. A general trend was observed which suggested community college transfer students were less likely to persist when returning to school for their second or third semesters of coursework. However, those transfer students remaining for the third semester of coursework were just as likely to persist as the native students for the next semester. Questions were raised about the validity of the notion of “transfer shock”, which may actually be a reflection of the change in the student population being observed.  相似文献   

12.
Abstract

Multipurpose community colleges have a special opportunity for distinction through one of their missions—community development. One southern community college has assessed the similarities and differences of the perceptions of selected community leaders and of the college professional staff concerning the role of the college in community development.

The opinions of both groups were very similar, but the community leaders showed more variation in perceptions. Both groups believed the college should be involved in community development activities, but that the college could meet the needs of individuals better than it could meet community-wide needs. The college professional staff was more opposed to granting academic credit for community development activities such as work experiences of students and continuing education courses than were the community leaders.

As a philosophical approach to community development, both groups preferred the college's approaching community improvement through the organization of a wide spectrum of people concerned with democratic processes, self-help, and educational objectives. This process approach requires professional staff members with organizational, research, survey, and teaching skills to assist the community in working to solve problems.  相似文献   

13.
This study compared the effectiveness of courses taught in a five-week intensive hybrid format with courses taught in an 11-week traditional classroom format in order to explore options for expanding access to higher education in a community college setting. Course effectiveness was measured quantitatively with student academic performance indicators, such as grades, pass rates, pretest/posttest results, and student perceptions of academic rigor. The study is unique in that it investigated course effectiveness when intensive and hybrid instructional delivery methods were combined into one format. Additionally, the study compared matched pair courses with the same instructors and coursework who taught each course in both the five-week intensive hybrid format and the 11-week traditional format, which controlled for instructor influence on student learning. The historical rationale behind community colleges and contemporary initiatives to expand them have underscored the need to increase access by providing a range of options to higher education that meet the varying needs of students. The comparison found that the five-week hybrid course format was academically equivalent to the 11-week traditional format. The study indicates that course delivery combining hybrid and intensive instructional delivery can be academically effective and, therefore, has the potential to improve access in a community college setting.  相似文献   

14.
ABSTRACT

Approximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and that developmental courses are time-consuming and often result in delay or prevent the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students acquire the skills that they will need to succeed in college and future employment. It is also important to determine how a student’s experience impacts academic progress, as well as motivation to continue in college credit courses. Unfortunately, a limited amount of research exists on the use of Computer-Assisted Instruction (CAI) in developmental reading courses at the community college level. The purpose of this study was to determine the efficacy of a computer-based reading intervention, MindPlay Virtual Reading Coach, on the reading and spelling achievement of community college students, and to explore whether or not students’ perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling, as well as an increase in reading enjoyment.  相似文献   

15.
ABSTRACT

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.  相似文献   

16.
Despite the efforts of the past decade to prepare students for the rigors of college course work, higher education continues to find that a high percentage of students need varying degrees of remediation to help them succeed in college courses. Most, if not all, community colleges conduct placement testing to assess student skills in reading, writing, and mathematics and sometimes for study skills and learning styles. However, the dilemma arises concerning the appropriate action to take once underprepared students are identified - requiring mandatory placement in developmental classes or allowing them the right to fail. In Colorado, placement testing is mandatory, but students have the right to waive placement into developmental courses. The overarching dilemma involving mandatory placement rests at the heart of what community colleges pride themselves on most - the egalitarian position of open access and the effort to provide all students with the highest quality of education. This dilemma raises ethical issues as well as exposes a number of ironies, which this article explores: access versus success, course prerequisites for college-level courses, the junior-level writing requirement at the University of Colorado-Boulder, performance indicators in Colorado, a rising junior exam, self-esteem, the right to fail, egalitarianism, and context.  相似文献   

17.
Social justice education within the community college setting has not been an academic focus to date; yet, community colleges remain an environment for a diverse student population due to their low cost, open access, and variety of course delivery methods. Rural community colleges, however, may pose an interesting challenge to those wishing to implement social justice initiatives within coursework and existing programs. This article provides an example of a social justice training program that was developed for resident assistants on a midsized, rural community college in the Midwest, with a booming residential student population, and the challenges encountered during the phases of the project. Results of pre- and postassessments with the participants of the training suggest that a quality training program can equip students with the tools needed to feel more confident in their abilities to perform their job well.  相似文献   

18.
The dropout/stopout patterns of community college students were examined in the research reported here. About two thirds of the 51,903 students in the study were enrolled in developmental education courses. Success in college was defined as a passing grade point average after five semesters of coursework. Student success was found to be associated with enrollment patterns, initial skill deficiencies, and age. Community college students who enrolled for consecutive semesters outperformed students with other types of enrollment patterns.  相似文献   

19.
This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated primarily among 4-year college students. While the constructs have been well-established, the relationships of those relevant factors remain unexamined among community college transfer students, and specifically, among Hispanic students enrolled in developmental coursework and planning to transfer from a community college to a 4-year institution. Logistic regression analysis was used to test the hypothesized conceptual framework on an existing set of quantitative persistence data drawn from a national sample of Hispanic students.  相似文献   

20.
ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.  相似文献   

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