Transitioning Adult Literacy Students to Postsecondary Education

Rutschow, Elizabeth Zachry

doi:10.1002/9781119261407.ch24

Cited by 12 publications

(23 citation statements)

References 8 publications

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“…Parts or all of 38 states have joined Complete College America’s (n.d.) Alliance to “increase the number of students successfully completing college,” but remedial reform is only one component of the advocated strategies, and being part of the alliance does not indicate a certain level of use of any particular strategy. A third example is the Center for the Analysis of Postsecondary Readiness’s survey of United States developmental education practices (Rutschow & Mayer, 2018). The most recent data reported are from 2016, and a college had only to offer more than two sections of a particular reform to qualify as having that reform.…”

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confidence: 99%

“…This type of reform is known as alignment and involves some students taking courses such as statistics and quantitative reasoning, instead of only courses on the algebra-calculus track. The Charles A. Dana Center is a strong advocate of alignment, and preliminary data indicate that the Dana Center’s Mathematics Pathways Program enhances student learning and motivation (Ganga & Mazzariello, 2018; Rutschow, 2018).…”

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confidence: 99%

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Corequisite Mathematics Remediation: Results Over Time and in Different Contexts

Logue

Douglas²,

Watanabe-Rose

2019

Educational Evaluation and Policy Analysis

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Traditional mathematics remediation is based on the theory that traditional mathematics remedial courses increase students’ subsequent academic performance. However, most students assigned to these courses do not pass them and thus cannot graduate. An alternative approach, corequisite remediation, assigns students instead to college-level quantitative courses with additional academic support, often aligned to a student’s major. Here, we report the longer-term results of a randomized controlled trial comparing corequisite remediation (with statistics) and traditional algebra remediation (297 students per group). The corequisite group not only demonstrated significantly higher quantitative course pass rates but also success in many other disciplines, as well as significantly higher graduation rates. We also report the results of two quasi-experimental analyses (propensity score matching) demonstrating higher pass rates for corequisite mathematics remediation with 347 additional students in different settings. Policies requiring corequisite mathematics remediation can result in greater student success than is obtained with traditional remediation.

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confidence: 99%

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confidence: 99%

Corequisite Mathematics Remediation: Results Over Time and in Different Contexts

Logue

Douglas²,

Watanabe-Rose

2019

Educational Evaluation and Policy Analysis

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“…The use of multiple measures to inform course placement decisions is on the rise in community colleges, with a national survey of developmental education practices revealing over half of community colleges using measures such as high school GPA or prior course taking in addition to or in place of placement tests (Rutschow & Hayes, 2018). This substantial shift follows from research showing that test-based placement may be problematic.…”

Section: Increasing Reliance On Multiple Measuresmentioning

confidence: 99%

“…A dramatic shift has been underway in community colleges as institutions in states including California, Florida, New York, and others, have moved further away from placement testing and, in some cases, toward the use of alternative measures to assess college readiness (Burdman, 2012; Rutschow & Hayes, 2018). With the goal of reducing remediation rates and improving timely completion of postsecondary credentials and transfer, these states have enacted legislation that emphasizes, and in some cases mandates, the use of high school achievement indicators for assessment and placement in lieu of traditional placement tests, or removes remediation requirements altogether.…”

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confidence: 99%

“…Using such measures as high school GPA and prior math course taking during assessment and placement can increase student access to higher-level courses without compromising success in those courses, particularly for African American and Latina/o students (Ngo et al, 2018; Ngo & Kwon, 2015). By 2018, over 50% of community colleges reported using high school measures either in addition to or in lieu of placement testing, a dramatic change from the 90% of colleges using placement testing reported a little less than a decade prior (Rutschow & Hayes, 2018).…”

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Faculty Perspectives on Using High School Data in an Era of Placement Testing Reform

Ngo

Velásquez

Melguizo

2021

Community College Review

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Objective: Community colleges across the country are making dramatic shifts away from traditional reliance on placement testing for developmental education and toward using high school measures to assess college-readiness. Yet the views of faculty dealing with these changes, including their perspectives on the quality and usefulness of high school data, are not well-understood. We explore faculty views of high school transcript and placement testing data, attributions made with the data, and beliefs about the extent to which these data are useful for instruction. Methods: We conducted a survey and semi-structured interviews with math faculty in one community college math department ( n = 21). We used real high school records to develop a Personalized Student Profile of student math backgrounds to engage faculty in sensemaking about high school and placement testing data. Results: Faculty did not appear to readily trust high school data, tending only to do so when it fit their existing understandings of student ability as measured by placement tests. Although faculty described opportunities to use the data to inform instruction, they noted the challenges of actually doing so. Conclusions: The findings reveal significant faculty concerns about high school measures and point toward shifts in faculty attitudes and beliefs that may need to be addressed in order for reforms that upend traditional approaches to remediation and instruction to be successful. We discuss critical future research directions for this new paradigm of developmental education in community colleges.

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Transforming developmental education at community colleges through equity‐minded leadership

Hernández

McKinney

Burridge

et al. 2023

New Drctns Community Coll

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The corequisite support model is a promising developmental education reform effort that is helping students transition into college-level coursework more quickly. The purpose of this chapter is to shed light on the critical leadership that has enhanced student success in corequisite courses and hold promise in enhancing equity within developmental education. The findings presented in this chapter are based on data from a multi-year, mixed-methods research project conducted at Urban Community College (UCC, a pseudonym) in Texas. We utilize equity-mindedness as a framework for understanding and operationalizing critical leadership at the community college. We focused not on students' academic abilities, but what faculty and administrative leaders are actively doing to support students in corequisite courses. We specifically draw attention to the exceptional leadership practices of faculty as instructors and administrators who are effective at facilitating success among racially minoritized students and students from low-income families who are placed in developmental education.

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Transitioning Adult Literacy Students to Postsecondary Education

Cited by 12 publications

References 8 publications

Corequisite Mathematics Remediation: Results Over Time and in Different Contexts

Corequisite Mathematics Remediation: Results Over Time and in Different Contexts

Faculty Perspectives on Using High School Data in an Era of Placement Testing Reform

Transforming developmental education at community colleges through equity‐minded leadership

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