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

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Kai Zhao, Toby J. Park-Gaghan, Christine G. Mokhe, Shouping Hu
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引用次数: 3

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.
考察佛罗里达州发展性教育改革对非豁免学生的影响:以一年级英语和数学课程的入学和成功为例
目标:2014年,佛罗里达州实施了参议院法案1720 (SB 1720),该法案彻底改变了28所公立州立大学的发展教育实践。在改革下,大约三分之二的学生被免除了发展性教育。然而,许多学生仍然被要求参加分班考试。如果他们的分数低于大学准备水平,他们将被分配到使用新的加速策略的发展教育课程。本研究关注的是政策对非豁免生的影响,这些非豁免生在现有研究中很少受到关注,但也受到了改革的影响。方法:本研究利用两组在SB 1720之前和之后进入州立大学的首次入学学生的数据,使用多项logit模型预测非豁免学生一年级的数学和英语成绩。结果:我们发现非免试生从政策中受益,改革后学生的大学水平和高级英语和数学课程的入学率和结业率显著提高。此外,大学准备水平最低的非豁免英语学生在大学水平和高级英语课程的完成率方面获得了改革后的最大收益。而在数学方面,那些获得大学准备分数的非豁免学生在大学水平和高等数学课程的完成率上经历了改革后最大的增长。结论:虽然非豁免学生没有直接受到sb1720的就业政策改变的影响,但由于新的教学策略和加强的学术咨询和支持服务,他们仍然受益于改革。
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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