Chenoa S. Woods

What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester

ABSTRACT In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). We found that roughly a 3rd of underprepared students enrolled in developmental math, a 3rd enrolled in Intermediate Algebra, and roughly a 3rd enrolled in no math course whatsoever, with preparation level being related to enrollment pathways. Among those who enrolled in Intermediate Algebra, a small percentage also enrolled in developmental math in the same semester, either through a compressed or corequisite course, and FTIC students who received same-semester developmental support were more likely to pass Intermediate Algebra compared with similar underprepared students who took Intermediate Algebra without developmental support.

Reading, writing, and English course pathways when developmental education is optional: Course enrollment and success for underprepared first-time-in-college students

ABSTRACT Academic underpreparedness is an issue for many first-time-in-college students, particularly those entering community colleges. Whereas many underprepared students enroll in developmental education, research has indicated that traditional remediation may not increase students’ chances for success. Therefore, states and colleges have begun to implement new course placement strategies to increase the accuracy of initial course placement and new instructional approaches to better serve their developmental students. Specifically, in 2013, the state of Florida passed Senate Bill 1720 which redesigned developmental coursework and placement policies across the Florida College System. The reform lifted developmental education placement exam testing and course enrollment requirements for certain exempt students, irrespective of prior academic preparation or achievement. The current study focuses on these exempt students—those who had the option to bypass developmental education—who were also underprepared, and their initial course selection and subsequent success in their gateway (introductory college-level) English course. Using statewide student-level data and logistic regression techniques, the results indicated that level of preparation was related to students’ course enrollment and gateway English course success. Students slightly underprepared in reading or writing were more likely than severely underprepared students to enroll in the gateway English class, relative to a developmental reading or writing course. In reading and writing, slightly underprepared students were more likely to pass English, relative to severely underprepared students. The authors consider the findings in light of recent national changes to developmental education and offer recommendations for policy and practice.

Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida

ABSTRACT The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country.

How High School Coursework Predicts Introductory College-Level Course Success:

Objective: In recent years, developmental education (DE) reform has led to a restructuring of the placement process, redesigning of course instructional modalities, or implementing student support services to supplement developmental coursework. In Florida, recent legislative changes allowed students to opt out of placement testing and enroll directly in college-level courses regardless of academic ability. The purpose of this study is to understand how students’ high school transcript information can be used in the academic advising process when students are no longer required to take standardized placement tests. Method: We used a combination of high school courses from statewide student-level data and conducted logistic regression analyses to understand how these courses help predict success in English Composition 1 and Intermediate Algebra. We also developed student profiles and presented predicted probabilities to illustrate how students with different combinations of high school coursework were predicted to pass their courses. Results: The results indicated that, generally, when students enrolled in introductory college-level courses, those with higher levels of high school preparation were predicted to pass at higher rates. However, even students whose coursework designated them as college-ready had predicted passing rates of 69.5% in English and 47.6% in Intermediate Algebra. Contributions: We recommend that college academic advisors use high school coursework, in addition to other factors, when advising students into courses and that advisors support students’ success by referring them to appropriate support services. We call for additional research to further understand how high school coursework can be used for flexible placement policies.