Literaturnachweis - Detailanzeige
| Autor/in | Li, Alice |
|---|---|
| Institution | University of California, Davis. Wheelhouse: The Center for Community College Leadership and Research |
| Titel | Working as Designed: A Causal Analysis of AB 705 Shows Increased Rates of Transfer-Level Course Taking and Passage. Research Brief |
| Quelle | (2023), (6 Seiten) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | State Legislation; Educational Legislation; Remedial Instruction; Educational Change; Course Selection (Students); Community Colleges; Community College Students; Academic Achievement; College Readiness; College Mathematics; College English; California |
| Abstract | In 2017, the California State Legislature and governor adopted new law that fundamentally disrupted the long-held practice of remedial (or developmental) education in the California Community Colleges (CCCs). The law, Assembly Bill 705, was preceded by earlier reforms that changed how colleges could place students into remedial education, or basic skills courses. Numerous descriptive studies focused on CCC students have found that remedial education has had unintended negative consequences on student outcomes, such as lengthening time to degree and encouraging overall attrition, with disproportionate impacts on students of color. For example, a study by the Public Policy Institute of California (PPIC) found that underrepresented minorities are overrepresented in remedial education, and that most remedial education students do not advance to transfer-level coursework. Since the passage of AB 705, several descriptive reports show substantial reduction in basic skills course offerings, and that more students now enroll directly in transfer level courses. Yet, the direct impact of AB 705 and related policies had yet to be more formally examined. This brief summarizes the results from the first causal study of the impact of remediation reform policies at CCCs. The study shows how remedial education reform influenced students' course selection and pass rates, finding that AB 705 led to a significant reduction in remedial education enrollment and an increase in transfer-level pass rates, particularly among students with higher levels of college readiness. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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