Adding It Up: How the Florida College and Career Readiness Initiative Impacted Developmental Education

Autor/inn/en	Mokher, Christine G.; Leeds, Daniel M.; Harris, Julie C.
Titel	Adding It Up: How the Florida College and Career Readiness Initiative Impacted Developmental Education
Quelle	In: Educational Evaluation and Policy Analysis, 40 (2018) 2, S.219-242 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373717744891
Schlagwörter	Career Readiness; College Readiness; Regression (Statistics); High School Students; Comparative Analysis; Outcomes of Education; Academic Achievement; Achievement Tests; Standardized Tests; State Standards; State Policy; Statistical Significance; Statistical Analysis; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Statistische Analyse
Abstract	The Florida College and Career Readiness Initiative (FCCRI) was a statewide policy requiring college readiness testing and participation in college readiness courses for high school students. We used regression discontinuity to compare outcomes for students scoring just above and below test score cutoffs for assignment to FCCRI. We also examined impacts for students from a wider range of academic performance by using a before-after regression analysis to compare outcomes for targeted students before and after their schools implemented the FCCRI. The FCCRI increased the likelihood of enrolling in nondevelopmental courses for some targeted students, although results differ by academic performance. However, smaller differences in the likelihood of passing nondevelopmental courses suggest that some students were not prepared for these courses. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01