A Look at California State University Admissions Requirements: How an Additional Quantitative Reasoning Course Could Affect Student Access and Success

Autor/inn/en	Sepanik, Susan; Ratledge, Alyssa; Shane, Andrea; Dixon, Michelle; Martin-Lawrence, Amanda
Institution	MDRC
Titel	A Look at California State University Admissions Requirements: How an Additional Quantitative Reasoning Course Could Affect Student Access and Success
Quelle	(2022), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; State Universities; Admission Criteria; Required Courses; College Admission; Educational Change; Educational Policy; Disadvantaged Youth; Access to Education; Equal Education; High School Graduates; College Bound Students; Educational Research; California + Suchen Sie Ihr Suchwort? Staatliche Universität; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Pflichtkurs; Hochschulzugang; Hochschulzulassung; Bildungsreform; Politics of education; Bildungspolitik; Benachteiligter Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Bildungsforschung; Pädagogische Forschung; Kalifornien
Abstract	For the past several years, the California State University (CSU) has been investigating a proposal to add one year of high school quantitative reasoning coursework to the current CSU first-year admissions requirements, often referred to as A-G courses. Qualifying quantitative reasoning courses would include courses in mathematics (area C), science (area D), and quantitative reasoning-focused college preparatory electives (area G) and would require a grade of C- or better. In January 2020, the CSU Board of Trustees commissioned a third-party, independent analysis of the planned implementation and potential impact of the proposed requirement. MDRC is conducting this analysis with the goal of better understanding the potential effects the proposed policy change might have on students' access to and success at the CSU, particularly for students from backgrounds that are historically underrepresented at universities, including Black and Latinx students and students from families with low incomes. The study further explores the capacity of school districts and high schools across the state to implement the proposed policy change in a way that ensures equity across student groups and identifies supports and resources that may be needed for effective implementation. The study includes both a qualitative analysis of interview data collected from interested parties across the state and a quantitative analysis of student- and school-level records collected from the California Department of Education (CDE) and the CSU. The good news coming out of this research is that the vast majority of California high school graduates that may aspire to attend the CSU are already taking and passing an additional quantitative reasoning course even though it is not currently required. (ERIC).
Anmerkungen	MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01