Learn more about the EdExchange  

Search and Filter

Submit a paper

Not yet affiliated? Have a paper you wish to post? Check out the EdWorkingPapers' scope and FAQs, and then submit your manuscript here.

Mandating Multiple Measures and Encouraging Student Supports: Evaluating a New Approach to Developmental Education in California’s Community Colleges

Federick Ngo,
Tatiana Melguizo

AB705 is a landmark higher education policy that has changed approaches to developmental/remedial education in the California Community College system. We study one district that implemented reforms by placing most students in transfer-level math/English courses and encouraging enrollment in support courses based on multiple measures of academic preparation (e.g., GPA). We use regression discontinuity designs to examine the impact of these new placement procedures, finding benefits to English support course recommendations for low GPA students, but no evidence of benefits or penalties for math. We use inverse probability weighted regression adjustment to explore the relationship between support course enrollment and subsequent outcomes. While enrollment in concurrent support courses appeared beneficial, enrollment in developmental courses was associated with poorer outcomes.

Keywords
higher education policy; community colleges; developmental education; regression discontinuity
Education level
Post-secondary education
Topics
Pathways to and Through Postsecondary
Tags
Higher education,
Efficacy
Download 10/2022
Document Object Identifier (DOI)
10.26300/neqq-gd84
EdWorkingPaper suggested citation:
Ngo, Federick, and Tatiana Melguizo. (). Mandating Multiple Measures and Encouraging Student Supports: Evaluating a New Approach to Developmental Education in California’s Community Colleges. (EdWorkingPaper: -662). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/neqq-gd84

Machine-readable bibliographic record: RIS, BibTeX