What Happens When Colleges Broaden Access to Transfer-Level Courses? Evidence from California's Community Colleges

Autor/inn/en	Mejia, Marisol Cuellar; Rodriguez, Olga; Johnson, Hans
Institution	Public Policy Institute of California (PPIC)
Titel	What Happens When Colleges Broaden Access to Transfer-Level Courses? Evidence from California's Community Colleges
Quelle	(2019), (42 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Community Colleges; Two Year College Students; State Legislation; Student Placement; Course Selection (Students); Remedial Instruction; Equal Education; Access to Education; Writing (Composition); Educational Change; Hispanic American Students; African American Students; Asian American Students; Developmental Studies Programs; Mathematics Instruction; Statistics; White Students; California + Suchen Sie Ihr Suchwort? Community college; Community College; Landesrecht; Schülerpraktikum; Course selection; Student; Students; Kurswahl; Förderkurs; Education; Access; Bildung; Zugang; Bildungszugang; Schreibübung; Bildungsreform; Hispanic; Hispanic Americans; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Mathematics lessons; Mathematikunterricht; Statistik; Kalifornien
Abstract	Until recently, the vast majority of students, entering California community colleges were placed in developmental courses, and relatively few went on to complete transfer-level courses in English and math. Several colleges responded to this longstanding challenge by experimenting with placement and curricular reforms. In 2017, new legislation (AB 705) was enacted to broaden the scope and accelerate the pace of change. This landmark reform, which fundamentally changes placement and remedial support system-wide, has the potential to improve long-term student trajectories. As of fall 2019, this law requires all community colleges to use high school records to place students in English and math courses, opening the door to transfer-level courses for the majority of entering students. This reform has moved the community college system into uncharted territory. However, a group of colleges that have already significantly broadened access to transfer-level courses can shed light on what might be expected. This research shows that these colleges saw dramatic gains in student success, with large increases in the number of first-time students completing transfer-level courses in English and math. Gains were experienced by all students, including Latinos and African Americans. Colleges that offered students support courses at the same time they took transfer-level courses, a practice known as co-requisite remediation, had especially strong results. This means that thousands of students who in the past would have started college in remedial courses are now bypassing those courses and succeeding in transfer-level courses. The report concludes with some important considerations for community colleges and state officials as California community colleges move into the AB 705 era. A glossary of terms is provided. [This report was written with research support from Sergio Sanchez and Bonnie Brooks. Additional funding was provided by the California Acceleration Project. For the Technical Appendices, see ED603965.] (ERIC).
Anmerkungen	Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01