ERIC Number: EJ1327533
Record Type: Journal
Publication Date: 2022-Feb
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0361-0365
EISSN: N/A
Available Date: N/A
Do Colleges Perform the Same Following Developmental Education Reform? The Case of Florida's Senate Bill 1720
Hu, Xinye; Hu, Shouping
Research in Higher Education, v63 n1 p92-118 Feb 2022
Developmental education (DE) reform took place among the 28 Florida College System (FCS) institutions in 2014. In this study, we examine how cohort-based passing rates in college-level English and math courses changed at different colleges for pre- and post-policy period and explore what institutional characteristics were related with various institutional trajectories of cohort-based course passing rates in the post-policy period. Employing longitudinal data analysis, we found that colleges performed similarly regarding cohort-based passing rates in both college-level English and combined math courses before DE reform and had a similar elevation in the cohort-based English course passing rates when DE reform took place in 2014. However, colleges experienced different change patterns in the years following DE reform. Specifically, colleges located in rural areas and with more White students experienced relatively lower college-level English passing rates in the post-policy period than their counterparts. Different colleges had slight differences in the trajectory of college-level math passing rates by cohort after SB 1720 in 2014, but institutional characteristics in this study did not adequately capture inter-institutional differences.
Descriptors: Community Colleges, Developmental Studies Programs, Educational Change, State Legislation, Educational Legislation, College English, College Mathematics, Institutional Characteristics, Academic Achievement, Rural Urban Differences, Racial Differences
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Florida
IES Funded: Yes
Grant or Contract Numbers: R305A160166
Author Affiliations: N/A