Examining the Impacts of Florida's Developmental Education Reform for Non-Exempt Students: The Case of First-Year English and Math Course Enrollment and Success

Autor/inn/en	Zhao, Kai; Park-Gaghan, Toby J.; Mokhe, Christine G.; Hu, Shouping
Titel	Examining the Impacts of Florida's Developmental Education Reform for Non-Exempt Students: The Case of First-Year English and Math Course Enrollment and Success
Quelle	In: Community College Review, 50 (2022) 2, S.171-192 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Kai) ORCID (Mokhe, Christine G.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/00915521211061417
Schlagwörter	Developmental Studies Programs; Educational Change; State Colleges; College Students; Educational Policy; College English; College Mathematics; Remedial Programs; Educational Benefits; College Readiness; Academic Achievement; Advanced Courses; Teaching Methods; Academic Advising; State Legislation; Educational Legislation; Florida + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Bildungsreform; Collegestudent; Politics of education; Bildungspolitik; Förderprogramm; Bildungsertrag; Schulleistung; Fortgeschrittenenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Akademischer Rat; Landesrecht; Bildungsrecht; Schulgesetz
Abstract	Objective: In 2014, Florida implemented Senate Bill 1720 (SB 1720), which drastically reshaped developmental education practices across the 28 public state colleges. Under the reform, around two-thirds of students became exempt from developmental education. Yet, many students were still required to take the placement test. If they scored below college-ready, they were assigned to developmental education courses using new accelerated strategies. This study focuses on the policy effects on these non-exempt students that received little attention in existing research but also were affected by the reform. Methods: Drawing on student-level data from two first-time-in-college cohorts who were enrolled in state colleges prior to SB 1720 and two cohorts who were enrolled after, this study uses multinomial logit models to predict non-exempt students' first-year math and English outcomes. Results: We find that non-exempt students benefit from the policy, with significantly higher percentages of students enrolling in and completing college-level and advanced English and math courses after the reform. In addition, non-exempt English students with the lowest level of college readiness experienced the greatest gains post-reform in the completion rates in college-level and advanced English courses. While in math, non-exempt students who scored college-ready experienced the greatest increases post-reform in completion rates in college-level and advanced math courses. Conclusion: Although non-exempt students are not directly affected by the placement policy changes under SB 1720, they still benefit from the reform because of the new instructional strategies and enhanced academic advising and support services. (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