Interim Report 2 on the Implementation, Impact, and Cost Effectiveness of Developmental Education Reform in California's Community Colleges
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| Title: | Interim Report 2 on the Implementation, Impact, and Cost Effectiveness of Developmental Education Reform in California's Community Colleges |
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| Language: | English |
| Authors: | Kri Burkander, Dae Kim, Mark Duffy, Lindsey Liu, Taylor Stenley, Keerthanya Rajesh, Sean Vannata, Research for Action (RFA), Texas Education Research Center |
| Source: | Research for Action. 2024. |
| Availability: | Research for Action. 100 South Broad Street Suite 700, Philadelphia, PA 19110. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org |
| Peer Reviewed: | N |
| Page Count: | 59 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A210286 |
| Document Type: | Reports - Research-practitioner Partnerships Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community Colleges, State Legislation, Educational Legislation, Program Implementation, English Instruction, Mathematics Instruction, College Faculty, Teacher Attitudes, Cost Effectiveness, Longitudinal Studies, Developmental Studies Programs, Enrollment, Academic Persistence, College Transfer Students, Success, Curriculum Development, Outcomes of Education |
| Geographic Terms: | California |
| Abstract: | Research for Action (RFA) in partnership with the University of Texas at Austin is engaged in a five-year mixed-methods study of the reforms associated with California AB 705. Over the course of the study, our team will assess the implementation, impact, and cost effectiveness of reforms associated with the law. This second interim report, presented at the conclusion of year three of the study, focuses on gaining a deeper understanding of on-campus implementation through a faculty survey administered to math and English departments across our study sample, an Interrupted Time Series analysis with nine cohorts of FTIC student data, and preliminary data collection for our cost effectiveness study. Collectively, these data highlight significant changes that colleges have made on campus regarding shifting enrollments from developmental education into transfer-level coursework in both English and math, and providing additional supports to students to promote retention and completion. We find that AB 705 has demonstrated notable successes in improving enrollment and completion rates in transfer-level courses, particularly in math, among FTIC students in California's community colleges. While our survey results suggest that faculty believe additional resources and supports would be helpful, most faculty report that implementation supports have been adequate. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED659414 |
| Database: | ERIC |
| Abstract: | Research for Action (RFA) in partnership with the University of Texas at Austin is engaged in a five-year mixed-methods study of the reforms associated with California AB 705. Over the course of the study, our team will assess the implementation, impact, and cost effectiveness of reforms associated with the law. This second interim report, presented at the conclusion of year three of the study, focuses on gaining a deeper understanding of on-campus implementation through a faculty survey administered to math and English departments across our study sample, an Interrupted Time Series analysis with nine cohorts of FTIC student data, and preliminary data collection for our cost effectiveness study. Collectively, these data highlight significant changes that colleges have made on campus regarding shifting enrollments from developmental education into transfer-level coursework in both English and math, and providing additional supports to students to promote retention and completion. We find that AB 705 has demonstrated notable successes in improving enrollment and completion rates in transfer-level courses, particularly in math, among FTIC students in California's community colleges. While our survey results suggest that faculty believe additional resources and supports would be helpful, most faculty report that implementation supports have been adequate. |
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