A Look at the Impact of Raising Standards in Developmental Mathematics

Autor/inn/en	Guy, G. Michael; Puri, Karan; Cornick, Jonathan
Titel	A Look at the Impact of Raising Standards in Developmental Mathematics
Quelle	In: Community College Journal of Research and Practice, 40 (2016) 1, S.68-74 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2014.985805
Schlagwörter	Community Colleges; College Entrance Examinations; Student Placement; Two Year College Students; Academic Standards; Remedial Instruction; Developmental Studies Programs; Cutting Scores; Quasiexperimental Design; Regression (Statistics); Remedial Mathematics; New York + Suchen Sie Ihr Suchwort? Community college; Community College; Aufnahmeprüfung; Schülerpraktikum; Förderkurs; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Regression; Regressionsanalyse
Abstract	In this paper, we assess the effect of higher entry and exit standards at a community college in New York City. A complex set of university and college-wide policy modifications led to an increase in placement test cut-scores as well as increased requirements to complete remediation. The implementation of this policy change allows us to utilize quasiexperimental techniques. Utilizing cross-tabulations and logistic regressions from a total of 481 students, our results indicate that an increase in standards was associated with a significant decline in developmental sequence completion and credit-bearing course completion. On the basis of our findings, we conclude that the institution of higher standards alone is not a successful strategy; and in fact, can be expected to adversely affect student progression. Instead, we suggest that an increase in standards should include an increase in student supports to mitigate negative effects on students. We discuss these findings using the "opposing forces" framework developed by Jaggars and Hodara (2013). The work was funded in part by a PSC CUNY grant to the first author. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01