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Saxon, D. Patrick; Morante, Edward A. – Journal of Developmental Education, 2021
Recent research on entering college student assessment instruments and placement practices has been critical. Critics suggest that commonly used assessment instruments are inaccurate, misused, and lack predictive validity. This article describes valid criticisms and appropriate uses of assessment instruments. It also lists challenges and provides…
Descriptors: Student Evaluation, Student Placement, College Students, Evaluation Methods
Boatman, Angela; Long, Bridget Terry – Educational Evaluation and Policy Analysis, 2018
We examine the impact of remedial and developmental courses on college students with varying levels of academic preparedness, thus focusing on a wider range of students than previous studies. Using a regression discontinuity design, we provide causal estimates of the effects of placement in different levels of remedial courses on short-,…
Descriptors: Remedial Programs, Developmental Programs, College Students, Regression (Statistics)
Horn, Aaron S.; Asmussen, John G. – Midwestern Higher Education Compact, 2014
A significant challenge in higher education is to narrow the educational attainment gap between academically prepared and unprepared students. To this end, developmental or remedial education is intended to improve the academic skills and knowledge of students who are unprepared for undergraduate coursework, particularly in the areas of…
Descriptors: Developmental Studies Programs, Remedial Programs, Remedial Instruction, Comparative Analysis
Boatman, Angela; Long, Bridget Terry – National Center for Postsecondary Research, 2011
This Brief summarizes a study that addresses the impact of remedial and developmental courses on students with a range of levels of preparedness. Using longitudinal data from Tennessee, the authors estimate the effects of placement into varying levels of mathematics, reading, and writing courses for students attending public two- and four-year…
Descriptors: Public Colleges, Academic Achievement, Developmental Studies Programs, Credits
Felder, Jonathan E.; Finney, Joni E.; Kirst, Michael W. – National Center for Public Policy and Higher Education, 2007
"Informed math self-placement," a program implemented at American River College in Sacramento, California, to determine students' readiness for college-level math, has been in place for three years. This case study describes the development and implementation of math self-placement at American River. Math self-placement consists of a…
Descriptors: Program Effectiveness, Algebra, Community Colleges, Case Studies