A New Era of Student Access at California's Community Colleges

Autor/inn/en	Cuellar Mejia, Marisol; Rodriguez, Olga; Johnson, Hans
Institution	Public Policy Institute of California (PPIC)
Titel	A New Era of Student Access at California's Community Colleges
Quelle	(2020), (86 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Community Colleges; Two Year College Students; College Readiness; State Legislation; Educational Legislation; Student Placement; Remedial Programs; Educational Change; Equal Education; College Mathematics; Introductory Courses; Transfer of Training; Outcomes of Education; Required Courses; Prerequisites; College English; Academic Achievement; Achievement Gap; California + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Community college; Community College; Landesrecht; Bildungsrecht; Schulgesetz; Schülerpraktikum; Förderprogramm; Bildungsreform; Einführungskurs; Training; Transfer; Ausbildung; Lernleistung; Schulerfolg; Pflichtkurs; Voraussetzung; Schulleistung; Kalifornien
Abstract	Until recently, the vast majority of California's community college students--hundreds of thousands of students each year--started in remedial courses that slowed down or halted their academic progress. Attrition was high, particularly for Latino and African American students. Few students went on to complete the gateway courses necessary to transfer to a four-year college (known as transfer-level courses). After years of important but piecemeal reforms, in 2017 a landmark law (AB 705) transformed placement and remediation at the state's community colleges. Students are no longer asked to prove they are ready for gateway courses. Instead, colleges must prove if students are "not" ready. This report examines how AB 705 transformed student access, outcomes, and racial equity in fall 2019, the deadline for implementation. Findings reveal: (1) Access to college composition is nearly universal, and most students enroll in gateway math; (2) Increased access allows many more students to complete gateway courses; (3) Corequisites are more effective than traditional remediation; (4) Progress is across the board, but equity gaps persist; and (5) When access is restricted, African American and Latino students are left out--especially in math. Overall, the findings show that when given the opportunity, students can succeed in college-level courses. However, the study also identifies areas of concern that may limit student access and success, including certain placement methods, instructional approaches, and the availability of nonacademic supports. [This report was written with research support from Bonnie Brooks and Chidi Agu. For the technical appendices, see ED611550.] (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	2024/1/01