Utilizing Additional Measures of High School Academic Preparation to Support Students in their Math Self-Assessment

Fong, Kristen; Melguizo, Tatiana

doi:10.1080/10668926.2016.1179604

Cited by 7 publications

(4 citation statements)

References 37 publications

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“…Nevertheless, lack of accurate information and limited time for counseling are examples of structural impediments that place disadvantaged students at further disadvantage. Students with lower academic confidence, or first-generation students, are most vulnerable to being hurt by lack of available information or lack of counseling appointments (Fay, Bickerstaff, & Hodara 2013;Fong & Melguizo, 2017). Even if overt racism or bias is not observed, some students may still be subject by structural inequities to additional hurdles to academic success (Deil-Amen & DeLuca, 2010).…”

Section: Role Of Implicit Biasmentioning

confidence: 99%

“…In studies conducted when remedial math courses were still offered, self-placement systems have led to fewer students being placed in lower levels of remedial mathematics. However, studies also found that African American, Latinx, and female students are most likely to underestimate their math abilities (Fong & Melguizo 2017;Kosiewecz & Ngo, 2019) 4 . Kosiewecz and Ngo (2019) noted that the positive effects of self-placement were "concentrated among male, white, and Asian students, and may thereby have the potential to widen already existing racial and gender completion gaps" (2019, p. 24).…”

Section: From Placement To Self-placementmentioning

confidence: 99%

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Go Figure: Exploring Equity in Students’ Postsecondary Math Pathway Choices

2021

JHETP

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This exploratory study examines the early implementation of policies within California community colleges and the California State University that allow students to play a primary role in placing themselves into math courses. The findings suggest that students often triangulate information to decide which courses to take and with which instructors. Counseling is more effective if a student has selected a major or area of interest given that math pathways are aligned with students' fields of study. The elimination of placement testing removes the specific risks associated with tests, but first-generation students or students with lower math confidence may not make optimal choices using self-placement mechanisms, suggesting a need for better communication about options. Colleges' efforts to expand structured, proactive supports as well as instructional strategies such as corequisites and support courses to ensure students' math success are recognized and appreciated by students. Not surprisingly, students tend to prefer faculty who are known as supportive, and a safe and empowering classroom environment that builds students' math confidence and mastery is critical.

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Section: Role Of Implicit Biasmentioning

confidence: 99%

Section: From Placement To Self-placementmentioning

confidence: 99%

Go Figure: Exploring Equity in Students’ Postsecondary Math Pathway Choices

2021

JHETP

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“…It is important to note that there is some aspect of choice with the MDTP; either the testing staff or students choose which MDTP subtest students take first, and students can be referred to other subtests depending on their scores and local college policy. Fong and Melguizo (2017) have explored the implications of this test choice, finding in some cases that it limits the course levels to which students have access.…”

Section: Setting and Datamentioning

confidence: 99%

Fractions in College: How Basic Math Remediation Impacts Community College Students

Ngo

2018

Res High Educ

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This study investigates the link between basic math skills, remediation, and the educational opportunity and outcomes of community college students. Capitalizing on a unique placement policy in one community college that assigns students to remedial coursework based on multiple math skill cutoffs, I first identify the skills that most commonly inhibit student access to higher-level math courses; these are procedural fluency with fractions and the ability to solve word problems. I then estimate the impact of "just missing" these skill cutoffs using multiple rating-score regression discontinuity design. Missing just one fractions question on the placement diagnostic, and therefore starting college in a lower-level math course, had negative effects on college persistence and attainment. Missing other skill cutoffs did not have the same impacts. The findings suggest the need to reconsider the specific math expectations that regulate access to college math coursework.

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“…While we would have liked to include Pacific Islanders and other Asian students who are underrepresented in STEM, we are unable to identify these students with existing data. Previous studies show that URM students are more likely to populate lower levels of developmental math (Fong & Melguizo, 2017), less likely to take advanced STEM courses in community college (Bahr et al, 2017), and more susceptible to attriting from STEM pathways (Chen & Soldner, 2013). However, studies have not yet determined the causal link between math remediation and advanced STEM course-taking among women and URM students.…”

mentioning

confidence: 99%

The Effect of Developmental Math on STEM Participation in Community College: Variation by Race, Gender, Achievement, and Aspiration

Park

Ngo

2020

Educational Evaluation and Policy Analysis

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We use regression discontinuity design to examine the impact of placing into developmental math on science, technology, engineering, and mathematics (STEM) participation in community colleges and whether these relationships differ for underrepresented racially minoritized (URM), women, STEM-oriented, and STEM-aspiring students. Results show that lower math placement was a deterrent to both math progression and STEM participation, especially for those at the margin of placement in transfer-level math. Subgroup analyses suggest that lower math placement may have supported women, and to a lesser extent URM students, in completing transferable STEM credits. For STEM-oriented students, we find suggestive evidence that lower placement deterred them from accumulating transferable credits. We discuss how community colleges can support these students and bolster the community college STEM pathway.

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Utilizing Additional Measures of High School Academic Preparation to Support Students in their Math Self-Assessment

Cited by 7 publications

References 37 publications

Go Figure: Exploring Equity in Students’ Postsecondary Math Pathway Choices

Go Figure: Exploring Equity in Students’ Postsecondary Math Pathway Choices

Fractions in College: How Basic Math Remediation Impacts Community College Students

The Effect of Developmental Math on STEM Participation in Community College: Variation by Race, Gender, Achievement, and Aspiration

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