Shining the Spotlight on Those outside Florida's Reform Limelight: The Impact of Developmental Education Reform for Nonexempt Students

Autor/inn/en	Mokher, Christine G.; Park-Gaghan, Toby; Hu, Shouping
Titel	Shining the Spotlight on Those outside Florida's Reform Limelight: The Impact of Developmental Education Reform for Nonexempt Students
Quelle	In: Journal of Higher Education, 92 (2021) 1, S.84-115 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mokher, Christine G.) ORCID (Park-Gaghan, Toby) ORCID (Hu, Shouping) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2020.1782308
Schlagwörter	Developmental Studies Programs; Remedial Programs; Educational Change; Educational Policy; State Policy; State Legislation; Educational Legislation; Acceleration (Education); Mathematics Education; College Readiness; High School Students; Outcomes of Education; Florida + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Förderprogramm; Bildungsreform; Politics of education; Bildungspolitik; Landesrecht; Bildungsrecht; Schulgesetz; Acceleration; Beschleunigung; Mathematische Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg
Abstract	Since the 2000s, states have experimented with reforms to improve success among underprepared students traditionally assigned to developmental education (DE). Florida's reform under Senate Bill 1720 has been among the most comprehensive and wide-reaching. Recent public high school graduates and military personnel became exempt from DE, but nearly one-third of students, including those without a Florida standard high school diploma, were still required to take a placement test and enroll in DE if they scored below college-ready. The legislation also required colleges to offer accelerated instructional strategies for students remaining in DE, and provide enhanced advising and support services. Focusing specifically on nonexempt students, we use statewide data to conduct a difference-in-regression discontinuity analysis to examine differences in first-year math coursetaking outcomes for students on the margins of college readiness before and after the reform. While students narrowly assigned to DE tend to have a lower likelihood of taking and passing college-level courses relative to their college-ready peers, these students experienced larger gains after the reform when DE courses were offered in accelerated formats accompanied by support services. The reform also improved outcomes for students scoring above college-ready, which suggests that nonexempt students benefited from enhanced advising and support services too. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01