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Developmental Placement Policies and Student Success in the Connecticut Community Colleges

The Community College Research Center (CCRC). We focus on:Access to and success in postsecondary educationHigh school to college transitionMissions, governance and accountabilityPrograms and practiceWorkforce education. CCRC conducts quantitative and qualitative studies on community colleges

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Developmental Placement Policies and Student Success in the Connecticut Community Colleges

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    1. Developmental Placement Policies and Student Success in the Connecticut Community Colleges Davis Jenkins and Matthew Zeidenberg Connecticut Community Colleges Pathways to Student Success: Basic Skills Education Middlesex Community College November 16, 2007

    2. The Community College Research Center (CCRC) We focus on: Access to and success in postsecondary education High school to college transition Missions, governance and accountability Programs and practice Workforce education

    3. Research Questions Can we identify a common set of ACCUPLACER “cut scores” for all 12 colleges to maximize student success? Are there ACCUPLACER scores below which students are unlikely to succeed?

    4. Data and Methods Tracked 8,874 fall 2001 first-time CT CC students for 19 terms (about five years) Analyzed relationship between students’ ACCUPLACER scores and various measures of student success Ran separate analyses for 2 English (Reading and Sentence Skills) and 3 math (Arithmetic, Elementary Algebra and College Math) ACCUPLACER tests

    6. Placement Test Taking Math or English ACCUPLACER scores not reported for approximately 1/3 of cohort Students’ initial intent not strong indicator of behavior No scores for 1/4 of “degree-seeking” students 37% of “non-credential-seeking” students took test 22% of graduates were “non-credential seekers” to start

    7. Percentage of Students with Reported ACCUPLACER Scores by Test

    8. Test Scores and Student Success ACCUPLACER scores and most success measures are correlated, but not strongly; generally no clear “cut scores” or ranges Dev. ed. and “gatekeeper” course grades Dev. ed. and gatekeeper course success Course completion, credit accumulation, credential completion, and persistence Gatekeeper course success by students who took no developmental

    9. Correlation between Developmental Grades and ACCUPLACER Scores

    10. Probability of Developmental English Success vs. ACCUPLACER Reading Score

    11. Probability of Developmental Math Success vs. ACCUPLACER Elementary Algebra Score

    12. Probability of College English Success vs. ACCUPLACER Reading Score

    13. Probability of College Math Success vs. ACCUPLACER Elementary Algebra Score

    14. Probability of Credential Completion vs. ACCUPLACER Reading Score

    15. Probability of Credential Completion vs. ACCUPLACER Elementary Algebra Score

    16. Probability of College English Success vs. ACCUPLACER Reading Score: Students with No Developmental English

    17. Probability of College Math Success vs. ACCUPLACER Elementary Algebra Score: Students with No Developmental Math

    18. Developmental Education Enrollment Higher scoring students were less likely to enroll in developmental; however, many low-scoring students also did not enroll 63% enrolled in developmental: 77% of “credential-seeking,” 38% of “non-credential-seeking” 20% of lowest scorers in Reading and 25% of lowest scorers in Math took no developmental

    19. Probability of Developmental English Enrollment vs. ACCUPLACER Reading Score

    20. Probability of Developmental Math Enrollment vs. ACCUPLACER Arithmetic Score

    21. Probability of Developmental Math Enrollment vs. ACCUPLACER Elementary Algebra Score

    22. Probability of Developmental Math Enrollment vs. ACCUPLACER Arithmetic Score

    23. Developmental Education Outcomes Many developmental students did not attempt college-level English or math Students who took dev. English passed college-level English at rates comparable to non-developmental students; developmental math students passed college math at lower rates Very few students who started in developmental three levels below college completed a credential in five years

    24. College-level English Outcomes by First Dev. Ed. Course Level (Degree Seekers Only)

    25. College-level Math Outcomes by First Dev. Ed. Course Level (Degree Seekers Only)

    26. Recommendations Consider system-wide policy on which students must take placement tests Agree on common set of placement rules across the 12 colleges Consider requiring students receiving low scores to take developmental education

    27. Recommendations (cont.) Consider alternate strategies for students with very low Reading scores or who place in dev. ed. 3 levels below college Encourage more dev. ed. students to enroll in college-level English and math and align curricula to ensure readiness Continue to track student progression and outcomes; convene faculty and staff to identify opportunities for improvement; evaluate solutions and make further improvements

    28. For more information: Please visit us on the web at http://ccrc.tc.columbia.edu, where you can download presentations, reports, CCRC Briefs, and sign up for news announcements.

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