Determining College Readiness in California's Community Colleges: A Survey of Assessment and Placement Policies

Autor/inn/en	Rodriguez, Olga; Mejia, Marisol Cuellar; Johnson, Hans
Institution	Public Policy Institute of California
Titel	Determining College Readiness in California's Community Colleges: A Survey of Assessment and Placement Policies
Quelle	(2016), (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Readiness; Community Colleges; Student Evaluation; Student Placement; Educational Policy; School Policy; English Language Learners; Second Language Learning; Educational Change; Evaluation Methods; Mathematics Tests; Standardized Tests; Cutting Scores; Computer Assisted Testing; Language Tests; Test Preparation; California + Suchen Sie Ihr Suchwort? Community college; Community College; Schulnote; Studentische Bewertung; Schülerpraktikum; Politics of education; Bildungspolitik; Schulpolitik; Zweitsprachenerwerb; Bildungsreform; Standadised tests; Standardisierter Test; Language test; Sprachtest; Kalifornien
Abstract	Every year, California's community colleges identify hundreds of thousands of students as not ready for transfer-level courses in math and English. Since these courses are required to transfer to a four-year college, students deemed underprepared are placed in developmental (also known as remedial or basic-skills) courses to prepare for college work. Placement has a profound effect on students' college trajectory: a sizeable portion of developmental education students do not finish their developmental sequences, and most never earn a degree or transfer. To improve student outcomes, campuses are changing how they determine who has direct access to transfer-level courses. This study presents results from a survey of assessment and placement policies at California's community colleges in 2014-15 to inform ongoing efforts and provide a baseline of current policies. Findings reveal that: (1) Colleges vary in how they identify college-ready students; (2) Colleges should be more consistent in the use of multiple measures; and (3) Assessment and placement in English as a Second Language (ESL) needs more attention. State support has led to encouraging reforms. California's community colleges are moving toward a common assessment, and research efforts are underway to develop recommendations for the use of multiple measures. In addition to assessment and placement reforms, many colleges are starting to redesign their developmental sequences to boost student completion. The Public Policy Institute of California (PPIC) report, "Preparing Students for Success in California's Community Colleges" (ED570976), examines this set of reforms and provides an overview of enrollment and outcomes in developmental education. [This article was written with research support from Lunna Lopes, Elizabeth Flores, and Kevin Cook. Supported with funding from The Sutton Family Fund. For the technical appendices to this report, see ED571008.] (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