Preparing Students for Success in California's Community Colleges

Autor/inn/en	Mejia, Marisol Cuellar; Rodriguez, Olga; Johnson, Hans
Institution	Public Policy Institute of California
Titel	Preparing Students for Success in California's Community Colleges
Quelle	(2016), (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Developmental Studies Programs; Community Colleges; Two Year College Students; College Readiness; College Preparation; Remedial Programs; Data Collection; Student Characteristics; Enrollment Trends; Educational Attainment; Courses; Disproportionate Representation; Student Attrition; Academic Persistence; Success; Equal Education; State Aid; Educational Change; Student Placement; Racial Differences; Ethnic Groups; Age Differences; Remedial Mathematics; Remedial Reading; California + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Community college; Community College; Förderprogramm; Data capture; Datensammlung; Bildungsabschluss; Bildungsgut; Kursangebot; Schülerbeurlaubung; Erfolg; Bildungsreform; Schülerpraktikum; Rassenunterschied; Ethnie; Age; Difference; Age difference; Altersunterschied; Leseförderung; Kalifornien
Abstract	In its current form, developmental education may be one of the largest impediments to success in California's community colleges. Each year, hundreds of thousands of students are deemed underprepared for college and placed into developmental (also known as remedial or basic-skills) courses. Yet most never earn a degree or certificate, or transfer to a four-year college. Helping these students succeed is key to closing the labor shortfall of 1.1 million degree holders projected in California by 2030. This report presents a statistical portrait of developmental education in California's community colleges, describing the enrollment patterns and characteristics of developmental education students, their journey through developmental coursework, and their academic outcomes. The data used in this report come from the California Community College Chancellor's Office Management Information System (MIS). Specifically, researchers used a longitudinal dataset of students enrolled in every college in the California Community College system. This dataset includes student demographics, course enrollment, and student outcomes. Additionally, the system has information on each course (title, credit status, transfer status, basic-skills status, subject, etc.). Findings reveal that: (1) Developmental education affects a lot of students; (2) Underrepresented student groups are overrepresented in developmental courses; (3) Developmental sequences are lengthy, delaying students' college careers; (4) Attrition is high; (5) Most developmental education students do not advance to and succeed in college coursework; (6) Long-term outcomes are even worse; (7) Concerns about equity and poor outcomes have led to state funding and institutional reforms; and (8) Reforms are also underway to improve placement accuracy into developmental education. Enhancing the efficacy of developmental education--and shortening how long it takes to complete--will eliminate key barriers preventing many community college students from achieving their academic goals. Identifying successful practices in developmental coursework and bringing them to scale will be essential to increase educational opportunity and equity in the state. A technical appendix to this paper is available on the Public Policy Institute of California website. [This research was supported with funding from The Sutton Family Fund.] (ERIC).
Anmerkungen	Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01