How Are Community College Students Assessed and Placed in Developmental Math? Grounding Our Understanding in Reality

Autor/inn/en	Melguizo, Tatiana; Kosiewicz, Holly; Prather, George; Bos, Johannes
Titel	How Are Community College Students Assessed and Placed in Developmental Math? Grounding Our Understanding in Reality
Quelle	In: Journal of Higher Education, 85 (2014) 5, S.691-722 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	Community Colleges; Student Evaluation; Educational Diagnosis; Student Placement; Remedial Mathematics; Transitional Programs; Developmental Programs; Educational Policy; Enrollment Influences; Barriers; Governance; State Policy; Case Studies; Student Records; Data Analysis; Interviews; Administrator Attitudes; Teacher Attitudes; Diagnostic Tests; Scores; Qualitative Research; Statistical Analysis; Content Analysis; California + Suchen Sie Ihr Suchwort? Community college; Community College; Schulnote; Studentische Bewertung; Pedagogical diagnostics; Pädagogische Diagnostik; Schülerpraktikum; Entwicklungsplan; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Case study; Fallstudie; Case Study; Schülerakte; Auswertung; Interviewing; Interviewtechnik; Lehrerverhalten; Diagnostic test; Diagnostischer Test; Qualitative Forschung; Statistische Analyse; Inhaltsanalyse; Kalifornien
Abstract	The study's main objective was to provide a detailed description of math Assessment and Placement (A&P) policies in the Los Angeles Community College District (LACCD). The study was focused on math because a larger proportion of students place into remedial math than remedial reading or English (Bailey, Jeong, & Cho, 2010; Parsad, Lewis, & Greene, 2003). The following questions guided this study: (1) What does an actual set of A&P policies for developmental math look like?; (2) What implications do A&P policies have on student testing, as well as placement and enrollment in and progress though a developmental math sequence?; (3) What strategies and methods do faculty and administrators use to determine A&P policies for developmental math at their colleges?; and (4) What conditions facilitate or constrain colleges from improving A&P policies for developmental math? First, the authors provide a review of the literature on A&P for developmental education, particularly in community colleges. Second, they provide the context of the study by describing the governance structure and state policies that regulate A&P and the LACCD. Third, they outline the study's data and methods. Fourth, they present the study's findings. Finally, conclusions are presented as well as a discussion of the implications recent California legislation has on improving A&P policies. (ERIC).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10