IDEAS home Printed from https://ideas.repec.org/a/arp/rjearp/2018p195-203.html
   My bibliography  Save this article

A Comparison of Student Success Outcomes Related to the Non-Standardized and Standardized Texas Success Initiative

Author

Listed:
  • Robert S. Luckett*

    (Assistant Professor South Texas College, Texas, US State)

  • Lori Kupczynski

    (Professor, University of St. Augustine for Health Sciences, Florida, US State)

  • Marie-Anne Mundy

    (Associate Professor Texas A&M University-Kingsville, Texas, US State)

  • Maria E. Martinez

    (Interim Associate Vice President for Student Access Texas A&M University-Kingsville, Texas, US State)

Abstract

In 2015, the Texas Higher Education Coordinating Board (THECB) adopted the 60x30TX plan to increase Higher Education (HE) access and completion for all state students. The target for this plan asserts that by 2030, at least 60 percent of Texans ages 25-34 will have a certificate or degree. Among the initiatives tied to the overall goal to raise HE inclusion rates, is the Texas Success Initiative (TSI) which was formally launched a few years earlier in 2013. The TSI lays out specific requirements for uniform placement testing standards for students entering community colleges to measure college-level preparedness. The purpose of this study was to determine if placement is affected by the instrument applicants use, specifically, the non-standardized or the standardized version of the Texas Success Initiative Assessment (TSIA). Final grades of applicants placed into Freshman Composition (ENGL 1301), instead of Developmental Education (DE), served as the measure of student success appropriate for this study. The study sample was selected from two large urban community colleges in Texas. Within the parameters of this study, findings indicated that non-standardized and standardized placement tests have no effect on student success related to placement into ENGL 1301. These findings highlight the need for additional research surrounding the comparative impact between standardized and non-standardized testing, and the subsequent overall impact upon degree or certificate completion.

Suggested Citation

  • Robert S. Luckett* & Lori Kupczynski & Marie-Anne Mundy & Maria E. Martinez, 2018. "A Comparison of Student Success Outcomes Related to the Non-Standardized and Standardized Texas Success Initiative," Research Journal of Education, Academic Research Publishing Group, vol. 4(11), pages 195-203, 11-2018.
    • Handle: RePEc:arp:rjearp:2018:p:195-203
    as

    Download full text from publisher

    File URL: https://www.arpgweb.com/pdf-files/rje4(11)195-203.pdf
    Download Restriction: no
    File URL: https://www.arpgweb.com/journal/15/archive/11-2018/11/4
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Tatiana Melguizo & Holly Kosiewicz & George Prather & Johannes Bos, 2014. "How are Community College Students Assessed and Placed in Developmental Math? Grounding Our Understanding in Reality," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(5), pages 691-722, September.
    2. Page, Lindsay C. & Scott-Clayton, Judith, 2016. "Improving college access in the United States: Barriers and policy responses," Economics of Education Review, Elsevier, vol. 51(C), pages 4-22.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Edwards, Rebecca & Gibson, Rachael & Harmon, Colm & Schurer, Stefanie, 2022. "First-in-their-family students at university: Can non-cognitive skills compensate for social origin?," Economics of Education Review, Elsevier, vol. 91(C).
    2. Joshua Goodman & Oded Gurantz & Jonathan Smith, 2020. "Take Two! SAT Retaking and College Enrollment Gaps," American Economic Journal: Economic Policy, American Economic Association, vol. 12(2), pages 115-158, May.
    3. Elizabeth S. Park & Federick Ngo & Tatiana Melguizo, 2021. "The Role of Math Misalignment in the Community College STEM Pathway," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(4), pages 403-447, June.
    4. Celeste K. Carruthers & Christopher Jepsen, 2020. "Vocational Education: An International Perspective," CESifo Working Paper Series 8718, CESifo.
    5. French, Robert & Oreopoulos, Philip, 2017. "Behavioral barriers transitioning to college," Labour Economics, Elsevier, vol. 47(C), pages 48-63.
    6. Iriti, Jennifer & Page, Lindsay C. & Bickel, William E., 2018. "Place-based scholarships: Catalysts for systems reform to improve postsecondary attainment," International Journal of Educational Development, Elsevier, vol. 58(C), pages 137-148.
    7. Cook, Nikolai, 2024. "Increasing student access through aid: Differences in difference-in-differences estimates," Economics Letters, Elsevier, vol. 238(C).
    8. Gurantz, Oded & Pender, Matea & Mabel, Zachary & Larson, Cassandra & Bettinger, Eric, 2020. "Virtual advising for high-achieving high school students," Economics of Education Review, Elsevier, vol. 75(C).
    9. Sandra E. Black & Kalena E. Cortes & Jane Arnold Lincove, 2020. "Apply Yourself: Racial and Ethnic Differences in College Application," Education Finance and Policy, MIT Press, vol. 15(2), pages 209-240, Spring.
    10. Ferreyra,Maria Marta & Garriga,Carlos & Martin,Juan David & Sanchez Diaz,Angelica Maria, 2020. "Raising College Access and Completion : How Much Can Free College Help ?," Policy Research Working Paper Series 9428, The World Bank.
    11. Meredith Phillips & Sarah J. Reber, 2019. "Does Virtual Advising Increase College Enrollment? Evidence from a Random Assignment College Access Field Experiment," NBER Working Papers 26509, National Bureau of Economic Research, Inc.
    12. Danielle V. Handel & Eric A. Hanushek, 2024. "Contexts of Convenience: Generalizing from Published Evaluations of School Finance Policies," Evaluation Review, , vol. 48(3), pages 461-494, June.
    13. Anderson, Drew M., 2020. "When financial aid is scarce: The challenge of allocating college aid where it is needed most," Journal of Public Economics, Elsevier, vol. 190(C).
    14. Rustamdjan Hakimov & Renke Schmacker & Camille Terrier, 2023. "Confidence and College Applications: Evidence from a Randomized Intervention," Working Papers 962, Queen Mary University of London, School of Economics and Finance.
    15. Chu, Yu-Wei Luke & Cuffe, Harold E, 2020. "Do Struggling Students Benefit From Continued Student Loan Access? Evidence From University and Beyond," Working Paper Series 21067, Victoria University of Wellington, School of Economics and Finance.
    16. Hieu Nguyen, 2019. "Free tuition and college enrollment: evidence from New York’s Excelsior program," Education Economics, Taylor & Francis Journals, vol. 27(6), pages 573-587, November.
    17. Taylor K. Odle & Jennifer A. Delaney, 2022. "You are Admitted! Early Evidence on Enrollment from Idaho’s Direct Admissions System," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(6), pages 899-932, September.
    18. Xueli Wang & Yen Lee & Xiwei Zhu & Ayse Okur Ozdemir, 2022. "Exploring the Relationship Between Community College Students’ Exposure to Math Contextualization and Educational Outcomes," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(2), pages 309-336, March.
    19. Posso, Christian & Saravia, Estefanía & Uribe, Pablo, 2023. "Acing the test: Educational effects of the SaberEs test preparation program in Colombia," Economics of Education Review, Elsevier, vol. 97(C).
    20. Facchini, Marta & Triventi, Moris & Vergolini, Loris, 2019. "Do Grants Improve the Outcomes of University Students in a Context with High Dropout Rates? Evidence from a Matching Approach," SocArXiv k3gwv, Center for Open Science.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:arp:rjearp:2018:p:195-203. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Managing Editor (email available below). General contact details of provider: http://arpgweb.com/index.php?ic=journal&journal=15&info=aims .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.