Evaluating the Impact of Remedial Education in Florida Community Colleges PDF Download
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Author: Juan Carlos Calcagno
Publisher:
ISBN:
Category :
Languages : en
Pages : 5
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The conceptual foundation for remedial education is straightforward: students are tested to determine whether they meet a given level of academic proficiency for college-level classes. For those who do not meet this level, deficiencies in skills are addressed through some form of supplementary instruction, most often remedial courses. The study summarized in this Brief employs a quasi-experimental design to examine remedial enrollment and outcomes of community college students throughout the state of Florida. Results of the study suggest that as a means for addressing the needs of under-prepared students, remediation has both benefits and drawbacks. After controlling for noncompliance and endogenous sorting around the placement test cutoff score, students on the margin of requiring math remediation were slightly more likely to persist to their second year. Similarly, the impacts of both math and reading remediation were positive in terms of the total (remedial and college-level) credits earned over six years. However, no effect was found on total college-level (non-remedial) credits completed. The likelihood of passing subsequent college-level English composition was slightly lower for reading remedial students, while no difference was found in future math course performance for math remedial students. No discernible impact was found in terms of certificate or associate degree completion or transfer to a public four-year college. Overall, the results suggest that remediation might promote early persistence in college, but it does not necessarily help students who are on the margin of passing the cutoff make progress toward a degree. The report concludes that additional effort is needed to estimate the impact of remedial courses on weaker students who score far below the placement cutoff necessary to take college-level courses. More work is also needed on the effects of remediation relative to its costs. Future research should also focus on institutional policies and practices, as well as particular services and classroom strategies, in order to explore differences in the effects of remediation by college and by remediation program design. [Additional support for this research was provided by the Spencer Dissertation Fellowship. The National Center for Postsecondary Research is a partnership of the Community College Research Center, Teachers College, Columbia University; MDRC; the Curry School of Education at the University of Virginia; and faculty at Harvard University. This Brief is based on an NCPR Working Paper titled "The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance." For the full working paper, see ED501553.].
Author: Juan Carlos Calcagno
Publisher:
ISBN:
Category :
Languages : en
Pages : 5
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Book Description
The conceptual foundation for remedial education is straightforward: students are tested to determine whether they meet a given level of academic proficiency for college-level classes. For those who do not meet this level, deficiencies in skills are addressed through some form of supplementary instruction, most often remedial courses. The study summarized in this Brief employs a quasi-experimental design to examine remedial enrollment and outcomes of community college students throughout the state of Florida. Results of the study suggest that as a means for addressing the needs of under-prepared students, remediation has both benefits and drawbacks. After controlling for noncompliance and endogenous sorting around the placement test cutoff score, students on the margin of requiring math remediation were slightly more likely to persist to their second year. Similarly, the impacts of both math and reading remediation were positive in terms of the total (remedial and college-level) credits earned over six years. However, no effect was found on total college-level (non-remedial) credits completed. The likelihood of passing subsequent college-level English composition was slightly lower for reading remedial students, while no difference was found in future math course performance for math remedial students. No discernible impact was found in terms of certificate or associate degree completion or transfer to a public four-year college. Overall, the results suggest that remediation might promote early persistence in college, but it does not necessarily help students who are on the margin of passing the cutoff make progress toward a degree. The report concludes that additional effort is needed to estimate the impact of remedial courses on weaker students who score far below the placement cutoff necessary to take college-level courses. More work is also needed on the effects of remediation relative to its costs. Future research should also focus on institutional policies and practices, as well as particular services and classroom strategies, in order to explore differences in the effects of remediation by college and by remediation program design. [Additional support for this research was provided by the Spencer Dissertation Fellowship. The National Center for Postsecondary Research is a partnership of the Community College Research Center, Teachers College, Columbia University; MDRC; the Curry School of Education at the University of Virginia; and faculty at Harvard University. This Brief is based on an NCPR Working Paper titled "The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance." For the full working paper, see ED501553.].
Author: Shari Lyes-Maclachlan
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 320
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Author: María Marta Ferreyra
Publisher: World Bank Publications
ISBN: 1464817073
Category : Business & Economics
Languages : en
Pages : 236
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Book Description
Higher education in Latin America and the Caribbean (LAC) has expanded dramatically in the new millennium, yet enrollment in short-cycle programs (SCPs) is still relatively low. Shorter and more practical than bachelor’s programs, SCPs can form skilled human capital fast. The economic crisis created by the COVID-19 pandemic has accentuated underlying trends, such as automation, the use of electronic platforms, and the need for lifelong learning. Addressing these demands requires the urgent upskilling and reskilling of the population—a task for which SCPs are uniquely suited. The Fast Track to New Skills: Short-Cycle Higher Education Programs in Latin America and the Caribbean explores the labor market out¬comes and returns of SCPs, examines their providers, and identifies the practices adopted by the best programs. Relying on unique data that includes a novel survey of SCP directors in five LAC countries, it finds that while SCPs generate, on average, good labor market out¬comes, they vary greatly in quality. SCP providers respond quickly and flexibly to local economy needs; and specific practices related to faculty, job search assistance, and interaction with prospective em¬ployers are distinctive of the best programs. Drawing on these findings, The Fast Track to New Skills discusses how to create an environment where good programs are offered and students have the interest and means to attend them. It draws attention to a higher education sector that has been typically overlooked, both in research and policy. The Fast Track to New Skills will be of interest to policy makers, researchers, and the public at large.
Author: Simon Cheung
Publisher: Taylor & Francis
ISBN: 1000983870
Category : Education
Languages : en
Pages : 187
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Book Description
This self-contained monograph reports the recent approaches, methods and practices of technology-enabled personalized learning. It serves to provide some useful references for researchers and practitioners in the field in conceptualizing and deploying personalized learning. Personalized learning emphasizes student-centred learning that addresses individual learning strengths, needs, skills, and interests, and allows flexibility in the learning mode, process, time and space, where students can take ownership of their learning. It has been practiced in educational institutions at both K-12 and higher education level and, as evident from several successful cases, is an enabler of personalized learning. Educational technology incorporated with other forms of innovative pedagogical practices, such as blended learning, makes personalized learning a reality to achieve its aims effectively and efficiently. This book begins with a critical review on the features and trends of personalized learning. This is followed by a number of case studies on personalized learning practices with promising results. The latest research findings on the approaches, methods and strategies on design and implementation of personalized learning are then reported. Lastly, the prospects of personalized learning are discussed. All these provide some useful references for researchers and practitioners in the field in conceptualizing and deploying personalized learning. Personalized Learning will be a key resource for academics, researchers, and advanced students of education, instructional design and technology, educational research, educational technology, research methods, STEM Education, information and communications technology, and curriculum and instruction. The chapters included in this book were originally published as a special issue of Interactive Learning Environments.
Author: Maria Marta Ferreyra
Publisher: World Bank Publications
ISBN: 1464817340
Category : Business & Economics
Languages : en
Pages : 260
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Book Description
La educación superior en América Latina y el Caribe (ALC) ha experimentado un extraordinario crecimiento con la llegada del nuevo milenio, pero la matrícula en programas de ciclo corto (PCC) sigue siendo relativamente baja. Los PCC —más cortos y prácticos que los programas universitarios— pueden generar capital humano calificado en poco tiempo. La crisis económica provocada por la pandemia del Covid-19 ha acentuado tendencias latentes como la automatización, el uso de plataformas electrónicas y la necesidad del aprendizaje a lo largo de la vida. Para hacer frente a estas demandas, se hace indispensable la formación complementaria y readaptación profesional de la población —una tarea particularmente adecuada para los PCC. La vía rápida hacia nuevas competencias: programas cortos de educación superior en América Latina y el Caribe explora los resultados del mercado laboral y los retornos de los PCC, estudia quiénes son sus proveedores e identifica las prácticas adoptadas por los mejores programas. Este volumen, fundamentado en datos exclusivos que incluyen una novedosa encuesta a directores de PCC en cinco países de ALC, concluye que, si bien los PCC generan, en promedio, buenos resultados en el mercado laboral, su calidad varía en gran medida. Los proveedores de PCC se adaptan con rapidez y flexibilidad a las necesidades de la economía local, y las prácticas específicas relacionadas con el personal docente, el apoyo a la búsqueda de empleo y la interacción con los posibles empleadores constituyen características inherentes a los mejores programas. La vía rápida hacia nuevas competencias se sirve de estas conclusiones para analizar cómo crear un entorno en el que se ofrezcan buenos programas y los estudiantes dispongan del interés y los medios para cursarlos. Además, hace hincapié en un sector de la educación superior que habitualmente ha pasado desapercibido, tanto en el ámbito de la investigación como de la política. La vía rápida hacia nuevas competencias despertará el interés de las autoridades responsables del diseño de las políticas, el personal investigador y el público en general.
Author:
Publisher:
ISBN:
Category : Compensatory education
Languages : en
Pages : 228
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Author:
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ISBN:
Category : Nudism
Languages : en
Pages :
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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Author: Laura W. Perna
Publisher: Routledge
ISBN: 1135106703
Category : Education
Languages : en
Pages : 253
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Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 336
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