2016
DOI: 10.3102/0162373715603504
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How Can Placement Policy Improve Math Remediation Outcomes? Evidence From Experimentation in Community Colleges

Abstract: One of the first steps an incoming community college student takes during matriculation is sitting for a placement test in reading, writing, or math. This enables the college to identify the student's preparedness for college-level academics and direct the student toward appropriately leveled coursework. Nationally, about 60% of students are referred to remedial or developmental coursework after this screening process (National Center for Public Policy and Higher Education & Southern Regional Education Board [… Show more

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Cited by 33 publications
(30 citation statements)
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“…Underplacement, which is more common, occurs when a student is placed into a DE course when they were predicted to be successful in the gateway course; thus, these students are underplaced compared to their ability. Interestingly, modestly raising placement exam cut scores (to facilitate college-level course entry for more students) does not significantly affect placement accuracy (Ngo & Melguizo, 2016).…”
Section: Developmental Education Effectiveness and Instructional Stramentioning
confidence: 98%
“…Underplacement, which is more common, occurs when a student is placed into a DE course when they were predicted to be successful in the gateway course; thus, these students are underplaced compared to their ability. Interestingly, modestly raising placement exam cut scores (to facilitate college-level course entry for more students) does not significantly affect placement accuracy (Ngo & Melguizo, 2016).…”
Section: Developmental Education Effectiveness and Instructional Stramentioning
confidence: 98%
“…Weak evidence on the effectiveness of remediation efforts, along with the high costs associated with remediation, have led to important reform efforts across many institutions and state systems of higher education. Remediation reform efforts have addressed all aspects of the college readiness agenda: K-12 alignment efforts (Kurlaender et al, 2019); assessment types and placement decisions (Ngo & Melguizo, 2016;Scott-Clayton et al, 2014;Scott-Clayton & Rodriguez, 2015); and types of developmental course options, including co-requisite and stretch courses (Logue, Watanabe, & Douglas, 2016). The Early Start policy offers an opportunity to evaluate remediation practices at scale, mainly the shift in the timing of remediation to the summer prior to freshman entry.…”
Section: Introductionmentioning
confidence: 99%
“…The data we report reflects the "transfer crisis" for Latinx and the ways that student equity plans invest resources, planning, and programs to address them (Gándara, Alvarado, Driscoll, & Orfield, 2012). Similarly, Black students have been found to be disproportionately placed in remedial education and face significant barriers in the progression from lower level math and English sequences to transfer-level courses (Ngo & Melguizo, 2016;Wood & Harris, 2016). These patterns seem to indicate that activities proposed in the planning process align with the documented areas of need for both Black and Latinx students.…”
Section: Addressing Black and Latinx Student Equitymentioning
confidence: 99%