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How are Community College Students Assessed and Placed in Developmental Math? Grounding Our Understanding in Reality

Author

Listed:
  • Tatiana Melguizo
  • Holly Kosiewicz
  • George Prather
  • Johannes Bos

Abstract

Examining current assessment and placement policies (A&P) used to assign students to a developmental math sequence in the Los Angeles Community College District, this study finds that faculty and administrators lack the technical expertise and resources necessary to ensure that A&P policies facilitate student success.

Suggested Citation

  • 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.
    • Handle: RePEc:taf:uhejxx:v:85:y:2014:i:5:p:691-722
    DOI: 10.1080/00221546.2014.11777345
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    Cited by:

    1. Federick Ngo, 2019. "Fractions in College: How Basic Math Remediation Impacts Community College Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(4), pages 485-520, June.
    2. 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.
    3. 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.
    4. 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.

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