Assessment and Placement Policies and Practices in Developmental Math: Evidence from Experimentation in a Large Urban Community College District in California

Assessment and Placement Policies and Practices in Developmental Math: Evidence from Experimentation in a Large Urban Community College District in California

Tatiana Melguizo and Pullias team (2015)

This report examines assessment and placement policies used to assign students to developmental education in California and summarizes findings from seven studies related to key decisions throughout the process. We discover how colleges place students impacts persistence and transfer, that there are various ways to improve placement policies, and that students will benefit from additional support to bolster their math confidence when they enter college. To conclude, we outline steps that policymakers and practitioners can take to improve the process.

Categories: STEM Reform, Math Equity, Policymaking


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