Giving Community College Students Choice: The Impact of Self-Placement in Math Courses

Autor/inn/en	Kosiewicz, Holly; Ngo, Federick
Titel	Giving Community College Students Choice: The Impact of Self-Placement in Math Courses
Quelle	In: American Educational Research Journal, 57 (2020) 3, S.1358-1391 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219872500
Schlagwörter	Community Colleges; Two Year College Students; Course Selection (Students); Student Placement; Remedial Mathematics; Gender Differences; Racial Differences; Ethnicity; Self Determination; Urban Schools; Academic Persistence; Success; Graduation; College Transfer Students; Developmental Studies Programs; College Mathematics; Florida; Connecticut; California; Texas; North Carolina + Suchen Sie Ihr Suchwort? Community college; Community College; Course selection; Student; Students; Kurswahl; Schülerpraktikum; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Selbstbestimmung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Erfolg; Abschluss; Graduierung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Kalifornien
Abstract	This study examines the impact of a "natural experiment" that gave students the choice to place into or out of developmental math because of an unintended mistake made by a community college. During self-placement, more students chose to enroll in gateway college- and transfer-level math courses, however, greater proportions of female, Black, and Hispanic students enrolled in the lowest levels of math relative to test-placed counterparts. Difference-in-difference estimates show that self-placement led to positive outcomes, but mostly for White, Asian, and male students. This evidence suggests areas of concern and potential for improvement for self-placement policies. Self-determination theory, behavioral decision theory, and stereotype vulnerability provide possible explanations for the observed changes. (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	2024/1/01