Table 4 - uploaded by Jessica Howell
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This paper examines the relationship between students' need for remediation in college and the attributes of their high school. The analysis indicates reduced remediation need by students from high schools with more educated and experienced teachers, and higher remediation need by students with teachers operating on emergency credentials or waivers...
Contexts in source publication
Context 1
... Table 4, I present regressions of math and English remediation rates that control for student body characteristics and measures of teacher experience, educational attainment, and credential status. The top half of Table 4 indicates that the racial composition and academic performance of the student body are statistically related to remediation need in expected ways. ...
Context 2
... Table 4, I present regressions of math and English remediation rates that control for student body characteristics and measures of teacher experience, educational attainment, and credential status. The top half of Table 4 indicates that the racial composition and academic performance of the student body are statistically related to remediation need in expected ways. ...
Context 3
... data are retrieved for high schools in the 2002-2003 academic year and linked to the 2003 CSU remediation rates. Fitting regressions similar to those presented in Table 4 on this single year of linked data but with the inclusion of 'proportion ESL' and 'proportion NSLP' yields several interesting results. The ESL variable, which should be especially important to English remediation need, adds little to the analysis after controlling for student body racial composition. ...
Context 4
... analysis in Table 4 also sheds light on the relationship between student remediation need and high school teachers' education, credential status, and experience while controlling for student body characteristics. 12 Several of the teacher variables are statistically related to remediation need, but significance varies somewhat between the math and English regressions. ...
Context 5
... math remediation need among CSU-bound students appears to be related to all three teacher quality measures that are explicitly discussed in the NCLB definition of a "highly qualified" teacher - years of experience, educational attainment, and credential status. In contrast, the results in Table 4 indicate that English remediation need in college is not statistically related to high school teacher experience and is positively associated with higher teacher educational attainment, if at all, after controlling for various attributes of a school's student body. ...
Context 6
... student body racial/ethnic composition is not a NCLB policy lever, one cannot help but be struck by the fact that the race/ethnicity coefficient estimates in the top panel of Table 4 are among the largest effects of all explanatory variables included in the regression. A ten percentage point increase in the black student population is associated with an increase of approximately 2.5 percentage points in both math and English remediation rates at CSU, on average and holding everything else constant. ...
Context 7
... a ten percentage point increase in the Hispanic student population is associated with a 2.8 percentage point increase in English remediation rates among CSU-bound students. Because there is some evidence in the literature that minority students are more sensitive to school inputs than their non-minority peers, I explore the potentially differential impact of teacher inputs on remediation rates among black and Hispanic student populations by adding several interaction terms to the regressions in Table 4. ...
Context 8
... I condense the teacher educational attainment variables in Table 4 into fewer categories by combining all teachers with master's degrees regardless of whether additional coursework has been completed. Next, I interact the proportion of teachers with master's degrees and student body racial/ethnic composition measures. ...
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... Higher education institutions spend enormous amounts of money each year on remedial programs [8]. California policymakers have advocated eliminating high-stakes placement tests and noncredit remedial classes [7]. Florida has recently made developmental courses optional, and research based in the state argues for an expansion of underutilized co-requisite options since these are generally associated with increased student success [13]. ...
... For the second to third year, the co-requisite model students were 8% more likely to return than the traditional model. Even though the co-requisite model was 5% less likely to return for the third to fourth year than the traditional remediation model, 65% of the co-requisite student cohort are still enrolled in year 4 compared to 54% of the traditional students in year 4. Based on the research [2,7,11,12,13], the expectation was that the retention would be lower for these students. As a result, the observed values being higher is encouraging. ...
Higher education’s interest in remedial college coursework and its bumpy impact on student success drove this collaboration between the mathematics department and institutional research at a small, private 4-year university. For first-time freshmen needing math remediation, national research shows that these students struggle with earning required college math credits compared with non-remedial students. A major roadblock for them is that they often do not earn credit towards their degree for remedial courses, further challenging progression through their major. This research describes the impact of one institution’s curricular innovation to prepare students more quickly for college-level math and have some of that credit count toward graduation, thus meeting the institution’s Liberal Arts Core requirement. The researchers examine a combined cohort of first-year students to determine if there is a relationship between this co-requisite math course and higher retention and graduation rates compared to other traditional types of mathematics remediation. Students taking the co-requisite remedial class retained and graduated at higher rates and were also more successful in subsequent college-level mathematics classes.
... college-ready cut score on a placement test in reading or writing. While some studies have found that students classified as EL in high school are more likely to be assigned to developmental education courses in college (Flores and Drake 2014), others have found few differences in the likelihood of developmental education enrollment by high school EL status after controlling for racial/ethnic characteristics (Howell 2011). Additionally, questions remain about whether LM students assigned to developmental education may need a different number of courses or level of intensity relative to non-LM students (Hodara and Xu 2018), and whether popular reform options to accelerate developmental education may adequately meet the needs of English language learners (Avni and Fin 2021). ...
... They also found that Hispanic students who were only classified as EL for a few years were less likely to need remediation than some non-EL Hispanic students, which suggests that EL services may contribute to academic progress for some students. However, another study by Howell (2011) found few differences in the likelihood of placement in developmental education by high school EL status after controlling for racial/ethnic characteristics. ...
Community colleges may face challenges supporting the unique needs of language minority (LM) students whose primary language is not English. Florida provides a unique context for examining whether LM students who are considered underprepared for college-level coursework benefit more from traditional developmental education programs in reading and writing, or reformed programs that allow most students to accelerate or even bypass developmental requirements while providing additional support services. Utilizing statewide data from firsttime-in-college students at all 28 Florida College System institutions, we use an interrupted time series design with an analysis of heterogenous effects to compare first year coursetaking outcomes in English before and after Florida’s developmental education reform for LM versus non-LM students. We also consider the intersecting identities of LM students by further disaggregating results based on whether students took high school courses in English for Speakers of other Languages (ESOL), and for native-born versus foreign-born students. The findings suggest that while the reform’s benefits are similar for LM and non-LM students overall, there are importance differences among LM subgroups which indicate that ESOL and foreign-born students may benefit most.
... The high school environment has been shown to impact overall student achievement, so it is logical to examine the need for remediation as a student outcome that is also influenced by school-level characteristics. Howell (2011) reported that for state postsecondary schools in California, students from high schools with higher rates of Black or Hispanic students had higher rates of college remedial course-taking. Academically, as the average SAT score of a high school increases, the likelihood of a student from that school needing remediation decreases (Howell, 2011). ...
... Howell (2011) reported that for state postsecondary schools in California, students from high schools with higher rates of Black or Hispanic students had higher rates of college remedial course-taking. Academically, as the average SAT score of a high school increases, the likelihood of a student from that school needing remediation decreases (Howell, 2011). Hodara (2015) also found that school-level characteristics, such as the proportion of students with Individualized Education Programs (IEPs), influenced participation in remedial courses in college. ...
... The findings of this study were consistent with previous literature reporting the relation between individual student characteristics and need for remedial coursework (e.g., Henneberger et al., 2016;Hodara, 2015;Howell, 2011). Consistent with prior research, this study found that after controlling for other factors, students who were female, Hispanic, eligible for FARMS, and in Special Education were more likely to be assessed to need remedial coursework at Maryland community colleges. ...
Remedial courses at community colleges are designed to develop the skills of students who are underprepared for the academic rigor of college courses. A significant portion of students in Maryland and nationwide are assessed to need remedial coursework each year. In
order to better prepare students for college courses and prevent the need for remediation, it is important to identify at-risk students before they arrive at college. This study used data from the Maryland Longitudinal Data System (MLDS) to examine the individual- and high school-level characteristics that predict the need for remediation in Maryland community colleges. Policy implications and directions for future research are discussed.
... As discussed in the introduction, kentucky considers a student to be college ready if the student is able to take credit-bearing college courses without remediation (kDE & CPE, 2010), which is exactly what the ACT is designed to measure (ACT, Inc., 2008). This is supported by empirical evidence that student ACT scores are highly correlated with remedial course-taking (Bettinger & Long, 2009;Howell, 2011;Martorell & McFarlin, Jr., 2011;Scott-Clayton, Crosta, & Belfield, 2014). For this reason, ACT test scores are a measure of college readiness that many states care about, leading 15 states (including kentucky) to adopt the ACT as a federal accountability measure of high school performance (Gewertz, 2016). ...
Background
As of 2016, 42 states and the District of Columbia have adopted the Common Core State Standards (CCSS). Tens of millions of students across the country completed high school before their schools were able to fully implement the CCSS. As with previous standards-based reforms, the transition to the CCSS-aligned state education standards has been accompanied by curriculum framework revisions, student assessment redesigns, and school accountability and educator evaluation system overhauls.
Purpose
Even if the new standards may improve student learning once they are fully implemented, the multitude of changes at the early implementation stage of the reform might disrupt student learning in the short run as teachers, schools, and communities acclimate to the new expectations and demands. The goal of this study is not to evaluate the merits and deficiencies of the CCSS per se, but rather to investigate whether college readiness improved among high school students affected by the early stages of the CCSS implementation, and whether students from different backgrounds and types of high schools were affected differently.
Research Design
We focus on three cohorts of 8theighth-grade students in Kentucky and follow them until the end of the 11th -grade, when they took the state mandatory ACT tests. The three successive cohorts—enrolled in the 8theighth -grade between 2008 and 2010—each experienced different levels of exposure to CCSS transition. Using ACT scores as proxy measures of college readiness, we estimate cohort fixed-effects models to investigate the transitional impact of standards reform on student performance on the ACT. To gauge the extent to which the implementation of CCSS is directly responsible for any estimated cross-cohort differences in student ACT performance, we conduct additional difference-in-differences analyses and a falsification test.
Data
Our data include the population of 3 three cohorts of 8theighth -graders enrolled in Kentucky public schools between 2008 and 2010. The total analytic sample size is 100,212. The data include student test scores, student background characteristics, and school characteristics.
Findings
In the case of the CCSS transition in Kentucky, our findings suggest that students continued to improve their college -readiness, as measured by ACT scores, during the early stages of CCSS implementation. Furthermore, evidence suggests that the positive gains students made during this period accrue to students in both high- and low-poverty schools. However, it is not conclusive that the progress made in student college -readiness is necessarily attributable to the new content standards.
Conclusions
As we seek to improve the education of our children through reforms and innovations, policymakers should be mindful about the potential risks of excessive changes. Transition issues during the early stages of major educational changes sometimes lead to short-term effects that are not necessarily indicative of the longer-term effects of a program or intervention. Nevertheless, standards-based reforms are fairly frequent, and each takes multiple years to be fully implemented, affecting millions of students. Therefore, we encourage researchers and policymakers to pay more attention to the importance of transitional impact of educational reforms.
... First, we found that studies identifi ed did not tend to focus their analyses on ELs. Rather, studies tended to confound ELs with other sub-groups of students, including Hispanic (e.g., Chávez, 2014 ;García, 2010 ;Kraemer, 1995 ;Torres, 2014 ), immigrant (e.g., Conway, 2009 ), and/or academically unprepared students (e.g., Howell, 2011 ). That is, these studies examined the variability in a population by accounting for language use as one of many factors. ...
... Even the few articles published in the non-community college-oriented journals, the Journal of Higher Education, Research in Higher Education and Review of Higher Education , addressed EL status primarily in the context of community college students. These studies addressed topics including: (a) transfer from 2-to 4-year colleges (i.e., Kraemer, 1995 ;Wassmer, Moore, & Shulock, 2004 ), (b) the remediation process of students in community colleges (i.e., Howell, 2011 ), and (c) persistence in community colleges (i.e., Conway, 2009 ). The only exception was the study by Flores and Drake ( 2014 ), which included 4-year college students who were identifi ed as needing remediation; however, their study did not focus specifi cally on issues related to 4-year college ELs. ...
In this review, we aim to bridge the established scholarship on English Learners (ELs) in K-12 schooling with the comparatively emergent research in current higher education literature, to address how ELs navigate the transition from K-12 schooling to postsecondary education in the U.S. Our objectives are to: (1) advance terminology for describing these students in higher education, (2) provide an understanding of political and legal developments shaping their academic preparation in the K-12 system that have consequences for their success in higher education, (3) identify key themes in the literature on these students once they arrive in higher education, (4) highlight promising theoretical perspectives to guide future research, and (5) advance higher education policy and practice implications. Our primary findings are that precollege and college academic experiences, financial considerations, sociocultural experiences, and cultural and linguistic assets influence EL students’ transitions from high school to college. Based on these findings, we advance theoretical perspectives that emphasize: (1) addressing the multiple social and historical contexts that shape ELs’ educational trajectories, (2) taking into account the multiple social identities associated with EL status, (3) recognizing the resources that support these students (including the assets they bring to education), and (4) challenging deficit ways of framing EL students.
... This lack of academic preparedness has resulted in the need for remedial or developmental education at the post-secondary level (Crisp & Delgado, 2014). Because underprepared students often fail to adjust to the rigors of college-level coursework, instructors are sometimes forced to inflate grades, modify and dilute course content, and adjust teaching styles in order to pass students (Bar, Kadiyali & Zussman, 2012;Crumbley, Flinn, & Reichelt, 2012;Howell, 2011;Roselle, 2009;Tucker & Courts, 2010). ...
Faculty Perspectives on Underprepared Students
Dr. Christopher A. Shankle
Abstract
Ensuring high school students are ready for college course content remains a challenge, as many high school students underestimate the academic skills required to be successful at the postsecondary level. Currently, students in high school still fail to complete a minimal college preparatory curriculum. This disconnect has led to a continual influx of underprepared students attending postsecondary education. With the high number of underprepared students attending postsecondary education, questions have come to light regarding the faculty members’ ability to instruct this growing population. This qualitative study examined the part-time, non-tenure, and tenured faculty member perspectives regarding the importance of assisting underprepared students in the classroom, institutional support provided to the faculty to address underprepared students, and the measures faculty have taken due to underprepared students at a four-year university in a New England state. Results from 6 interviews concluded faculty members were willing to assist underprepared students even though the institution provides inadequate support to the faculty to address the multiple challenges endured in the classroom. Based on the interpretation of the study’s finding the following recommendations need to be considered: (1) Utilizing a full semester professional development course over a 15 week period for faculty members and (2) Establish a peer coaching program with a member from the same department and a member from another department.
Full Text: PDF DOI: 10.15640/jpbs.v4n2a4
Faculty Perspectives on Underprepared Students
Dr. Christopher A. Shankle
Abstract
Ensuring high school students are ready for college course content remains a challenge, as many high school students underestimate the academic skills required to be successful at the postsecondary level. Currently, students in high school still fail to complete a minimal college preparatory curriculum. This disconnect has led to a continual influx of underprepared students attending postsecondary education. With the high number of underprepared students attending postsecondary education, questions have come to light regarding the faculty members’ ability to instruct this growing population. This qualitative study examined the part-time, non-tenure, and tenured faculty member perspectives regarding the importance of assisting underprepared students in the classroom, institutional support provided to the faculty to address underprepared students, and the measures faculty have taken due to underprepared students at a four-year university in a New England state. Results from 6 interviews concluded faculty members were willing to assist underprepared students even though the institution provides inadequate support to the faculty to address the multiple challenges endured in the classroom. Based on the interpretation of the study’s finding the following recommendations need to be considered: (1) Utilizing a full semester professional development course over a 15 week period for faculty members and (2) Establish a peer coaching program with a member from the same department and a member from another department.
Full Text: PDF DOI: 10.15640/jpbs.v4n2a4
... An understanding of the role of remediation in shaping Latina/o students' postsecondary choices and outcomes is imperative (Howell, 2011). Because students enroll in remedial math courses more than any other subject area (Bahr, 2007), there is a particular need to understand the obstacles faced by students who require remediation in mathematics (Bahr, 2008b). ...
This study examines Latina/o students’ remedial math needs and outcomes. Data were drawn from a national sample of Latina/o students. Hierarchical generalized linear modeling techniques were used to predict three successful remediation outcomes. Results highlight the importance of providing financial aid and academic support to Latina/o students, especially those who have the highest remediation needs. Findings also have direct implications for policy and practice by providing a means for targeting developmental students who are at greatest risk.
... College success, for-profit institutions, remedial education President Obama's educational agenda calls for secondary schools to prepare career and college ready students and for higher education institutions to not only increase access but also dramatically improve college completion rates. However, a large number of students continue to be underprepared to enroll in and successfully complete college-level courses, especially underrepresented students-students of color and low-income students (Bailey, Jeong, & Cho, 2010;Bowen, Chingos, & McPherson, 2009;Howell, 2011;Melguizo, Hagedorn, & Cypers, 2008). Overall, it has been estimated that 32% of students leaving high school were minimally prepared for college and that only 20% of Black students and 16% of Hispanic students demonstrated college preparedness (Greene & Foster, 2003). ...
... There are a number of factors that predict performance in remedial classes, ranging from aptitude for the subject to achievement in the subject, among others. In this study, attention was focused on demographic variables, such as age, race/ethnicity, language spoken at home, and family income since students of color, lowincome students, and English as a second language learners are often the most underserved populations by the educational system (Engle & Tinto, 2008;Howell, 2011). There is significant variance in age among the students in the institution studied; hence, this could be a relevant predictor of remedial class performance. ...
This study explores whether performance in remedial English and remedial math is a predictor of success in a college-level introduction English or college-level math class; and whether demographic variables increase the likelihood of remedial English and remedial math as a predictor of success in a college-level introduction English or college-level introduction math course. Participants included two cohorts of students from a degree-granting, for-profit institution taking either face-to-face or online courses. There were 1,091 students for math and 1,297 students for English in the fall quarter of 2007 cohort and 1,098 students for math and 1,372 students for English in the fall quarter 2008 cohort. Analysis showed that remedial class performances for both math and English were weakly associated with college-level class performance. Additionally, results showed that family income and race/ethnicity appear to be significant predictors of performance in their corresponding college-level course.
... Compared to the substantial evidence for dual enrollment effects in four-year institutions (e.g., Allen & Dadgar, 2012;An, 2013aAn, , 2013bHowell, 2011;Puyear, Thor, & Mills, 2001), only a small body of dual enrollment research focuses on students attending two-year colleges and indicates some benefits associated with dual enrollment, such as increased college readiness (Kim & Bragg, 2008), and higher grade point average (GPA) and persistence rates (D'Amico, Morgan, Robertson, & Rivers, 2013;Karp, Calcagno, Hughes, Jeong, & Bailey, 2008). While some of this research valuably delves into specific ways in which dual enrollment may influence student success, such as how the location of dual enrollment classes (i.e., on a two-year campus versus a high school campus) is related to technical college students' retention (D'Amico et al., 2013), empirical studies focusing on students enrolling in two-year institutions are simply limited in number, and there is a lack of a finer understanding of the way in which dual enrollment is related to two-year college success. ...
... Besides these educational benefits, others embraced dual enrollment because of its potential financial implications for the state and individual students, such as saving the costs associated with offering remedial classes, since dual enrollment helped better align secondary and postsecondary education (Howell, 2011), and lower costs for individual students because of the accelerated time to graduation (Hunt & Carroll, 2006). Despite varying methodological approaches, results from empirical studies are consistent in that dual enrollment is positively linked to student outcomes when self-selection was controlled for, particularly among those enrolled at four-year institutions (Allen & Dadgar, 2012;An, 2013aAn, , 2012bEimers & Mullen, 2003;Puyear et al., 2001). ...
Objective
Despite the fairly substantial body of literature devoted to understanding whether dual enrollment programs are related to academic success in college, less is known regarding how dual enrollment transmits its potentially positive influence, especially among two-year college students. In this study, we fill this gap by delving into the process of how dual enrollment is related to academic success among students attending two-year technical colleges. Specifically, we examine academic momentum as a potential mediator of the relationship between dual enrollment and educational outcomes.
Methods
We draw on a sample of more than 15,000 first-time postsecondary students who entered Wisconsin’s two-year technical colleges in 2009 to 2010 after graduating from high school between 2007 and 2009. Using a path analysis, we investigate student transcript records, along with data from the National Student Clearinghouse.
Results
Participation in dual enrollment is found to be related to more attempted credits, higher likelihood of college entry without delay, summer enrollment, as well as stronger academic performance. These early academic momentum indicators are then positively related to students’ college completion or retention, fully accounting for the positive relationship between dual enrollment participation and college outcomes.
Contributions
Our study provides a finer look into two-year college students’ academic progress and success and how dual enrollment may fuel this process by promoting students’ academic momentum early during their college careers.
... It is estimated that 68% of students who enroll in the state's public universities are required to take remedial English courses (National Center for Public Policy and Higher Education 2010). A majority of these students are classified as ELLs (Howell 2011). The linguistic diversity of the CSU system is reflected in the student population of the College of Education (COE) at SJSU. ...
Many linguistically diverse students at the post-secondary level have difficulty with academic language skills that are important to their success in content-area university courses. Although programs have been established to help English language learners (ELLs) transition from high school to college, little attention has been given to how students are supported in their college or university academic classes. In this paper, we present research results based on a survey administered to students enrolled in educationbased programs exploring their perspectives on instructional feedback provided by university faculty on their academic writing. We present quantitative and qualitative findings from this survey with related recommendations for how faculty can infuse strategies in their instruction to assist ELL students who struggle with aspects of their academic writing. Findings from this research have important implications for colleges and universities in meeting the diverse needs of a growing post-secondary English language learner student population enrolled in content courses across academic disciplines.
