The Math Default Placement Rules Post AB 705: Predicted vs. Actual Transfer-Level Math Success for Students in the Lowest Placement Band
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| Title: | The Math Default Placement Rules Post AB 705: Predicted vs. Actual Transfer-Level Math Success for Students in the Lowest Placement Band |
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| Language: | English |
| Authors: | Myra Snell, Loris Fagioli, Mallory Newell, RP Group |
| Source: | RP Group. 2023. |
| Availability: | RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Prediction, High School Students, Student Placement, Mathematics Achievement, Mathematics Education, Educational Change, College Preparation, Community College Students, Barriers, Comparative Analysis, Remedial Instruction, Access to Education, State Legislation, Statistics Education, Calculus, Cohort Analysis |
| Geographic Terms: | California |
| Abstract: | This report examines the success of students with lower levels of high school performance who began in transfer-level math as a result of Assembly Bill 705 (Irwin 2017). AB 705 is historic legislation that transformed placement and eventually ended developmental education in California's community colleges. Since community colleges are open access institutions, it is particularly important to monitor the impact of such reforms on students who are perceived to be underprepared--particularly in math, which has historically been a persistent barrier to academic progress for many students. In this report, the authors focus on students in the lowest placement band of the placement rules (i.e., default placement rules), that were developed by the Multiple Measures Assessment Project (MMAP) to support colleges in operationalizing AB 705. The authors compare the predicted versus actual success rates of students in the lowest placement band who were placed into, and began in, transfer-level math courses post-AB 705. If the predictions overestimated the success of these students, California community colleges may have grounds to revisit the efficacy of developmental education as a means for meeting AB 705's mandates. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | ED648882 |
| Database: | ERIC |
| Abstract: | This report examines the success of students with lower levels of high school performance who began in transfer-level math as a result of Assembly Bill 705 (Irwin 2017). AB 705 is historic legislation that transformed placement and eventually ended developmental education in California's community colleges. Since community colleges are open access institutions, it is particularly important to monitor the impact of such reforms on students who are perceived to be underprepared--particularly in math, which has historically been a persistent barrier to academic progress for many students. In this report, the authors focus on students in the lowest placement band of the placement rules (i.e., default placement rules), that were developed by the Multiple Measures Assessment Project (MMAP) to support colleges in operationalizing AB 705. The authors compare the predicted versus actual success rates of students in the lowest placement band who were placed into, and began in, transfer-level math courses post-AB 705. If the predictions overestimated the success of these students, California community colleges may have grounds to revisit the efficacy of developmental education as a means for meeting AB 705's mandates. |
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