Stepping Up: Improving Progression in English and Math from High School to College. Student Transcript-Enhanced Placement Study. Research Brief

How do we determine if incoming students are ready for college-level work? California's community college system is currently working to address this complex question in a more nuanced, comprehensive, and equitable way. This research brief offers insights that can inform these efforts resulting...

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Bibliographic Details
Published inResearch and Planning Group for California Community Colleges (RP Group)
Main Authors Willett, Terrence, Karandjeff, Kelley
Format Report
LanguageEnglish
Published Research and Planning Group for California Community Colleges (RP Group) 01.02.2014
Subjects
Alignment (Education)
California
College Freshmen
College Readiness
Community Colleges
Elementary Secondary Education
High School Students
Institutional Cooperation
Mathematics Achievement
Program Effectiveness
Reading Achievement
Student Placement
Student Records
Transcripts (Written Records)
California
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Summary:How do we determine if incoming students are ready for college-level work? California's community college system is currently working to address this complex question in a more nuanced, comprehensive, and equitable way. This research brief offers insights that can inform these efforts resulting from the Student Transcript-Enhanced Placement Study (STEPS)--a statewide study designed to help colleges grow their capacity to utilize high school transcript data to improve student placement. The Research and Planning Group for California Community Colleges designed this research brief for a broad range of community college practitioners who have a hand in defining assessment and placement policy on their campuses and/or carrying out these policies in practice. These stakeholders include leaders of college instruction and student services divisions; assessment coordinators, counselors, admissions and records staff, and other student services professionals; math, English, and English as a second language (ESL) faculty; and research and information technology (IT) teams. This research brief provides a high-level overview of the methodology used by the colleges participating in the STEPS study to explore the link between students' high school and college performance. The authors share key implications resulting from the STEPS work thus far, and conclude with a preview of the project's next steps. The STEPS project was supported by The Rosalind and Arthur Gilbert Foundation, the Walter S. Johnson Foundation, and LearningWorks.