The Importance of Institutional Data Reporting Quality for Understanding Dev-Ed Math Enrollment and Outcomes

Autor/inn/en	Schudde, Lauren; Yonah Meiselman, Akiva
Titel	The Importance of Institutional Data Reporting Quality for Understanding Dev-Ed Math Enrollment and Outcomes
Quelle	In: Community College Journal of Research and Practice, 44 (2020) 8, S.623-628 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2019.1616635
Schlagwörter	Community Colleges; Two Year College Students; Developmental Studies Programs; Student Placement; Student Records; Enrollment Trends; Tests; Scores; Course Selection (Students); Student Needs; Remedial Mathematics; Data Use; Information Dissemination; Outcomes of Education; State Policy; Educational Policy; Texas + Suchen Sie Ihr Suchwort? Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Schülerpraktikum; Schülerakte; Examination; Prüfung; Examen; Course selection; Student; Students; Kurswahl; Informationsverbreitung; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik
Abstract	Student placement test records, course enrollments, and other student-level data collected by community colleges are vital for evaluating the outcomes of students in developmental education (dev-ed) courses. Researchers and policymakers rely on this information to examine the impact of existing programs and assess ongoing reforms to dev-ed -- the accuracy of state administrative data is critical to those tasks. In this study, we examine math placement records in a statewide administrative data set to understand how test records provided by colleges in the state aligned with student course enrollment patterns. We highlight systematic data reporting problems, where many students lacked test scores and test exemption records necessary for policymakers and researchers to determine if they enrolled in the appropriate coursework for their needs. We also found that a non-negligible proportion of students enrolled in dev-ed math -- 10% -- did not require remediation due to exemption status or passing placement test scores. We conclude with a discussion of the pressing need for accuracy in data reporting, as up-to-date, high-quality student-level data are essential to evaluate ongoing reforms to developmental education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01