Post-Reform Placement and Writing Proficiency in Community College Transfer-Level Composition Courses

Autor/inn/en	Nazzal, Jane S.; Olson, Carol B.; Chung, Huy Q.
Titel	Post-Reform Placement and Writing Proficiency in Community College Transfer-Level Composition Courses
Quelle	In: Community College Review, 51 (2023) 3, S.396-418 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nazzal, Jane S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/00915521231163916
Schlagwörter	College Transfer Students; Writing Instruction; Educational Attainment; Higher Education; Student Placement; Community Colleges; Educational Change; Student Attitudes; Writing Tests; Academic Achievement; Grade Point Average; High School Students; Comparative Analysis; Scores; Enrollment; Course Descriptions; Academic Language; Writing Skills; Minority Serving Institutions; Hispanic American Students; English (Second Language); Second Language Learning; Student Characteristics; Race; Course Selection (Students); California + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Schreibunterricht; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerpraktikum; Community college; Community College; Bildungsreform; Schülerverhalten; Writing test; Schreibtest; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Einschulung; Kursstrukturplan; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Writing skill; Schreibfertigkeit; Hispanic; Hispanic Americans; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Rasse; Abstammung; Course selection; Kurswahl; Kalifornien
Abstract	Objective: Extensive reform has been implemented in community colleges across the nation to help expedite the attainment of students' academic goals of degree completion and transfer to 4-year institutions. Reform at the institution in this study resulted in replacement of the college writing placement exam and the precollegiate course sequence with an online assessment questionnaire by which students were provided with an automated recommendation based on their high school records to enroll into one of two versions of the transfer-level composition course, either with or without a support course. Examined are: (1) whether students who need the most writing support are effectively positioning themselves to receive it; and (2) whether the new placement policy improves students' chances for college success while examining its impact on specific student subgroups. Method: An analytic writing assessment and survey were administered to students. Compared are students' scores on the assessment, their self-reported high-school GPA, and their final course grades. Results: Findings show: (1) no significant differences in academic writing proficiency between students enrolled in the two course types; (2) students mostly followed the college's recommendation for enrollment based on their high school GPA, which is found to be weakly related to their measured levels of writing proficiency; and (3) generally high course pass rates of students at all levels of proficiency. Contribution: This study generates data that can help inform policy and practice in community colleges and clarify ways to best support students in composition toward achieving their academic goals of degree attainment and transfer. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01