Can a College Readiness Intervention Impact Longer-Term College Success? Evidence from Florida's Statewide Initiative.
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| Title: | Can a College Readiness Intervention Impact Longer-Term College Success? Evidence from Florida's Statewide Initiative. |
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| Authors: | Mokher, Christine G., Leeds, Daniel M. |
| Source: | Journal of Higher Education. 2019, Vol. 90 Issue 4, p585-619. 35p. 1 Diagram, 12 Charts, 7 Graphs. |
| Subjects: | Placement testing in universities & colleges, High school students, Preparedness, College entrance examinations, Education policy |
| Geographic Terms: | Florida |
| Abstract: | In 2011, under the Florida College and Career Readiness Initiative (FCCRI), Florida made college placement testing mandatory for 11th-grade students who had scored in the midrange of its standardized 10th-grade assessment. Those with placement test scores below college-ready were assigned in 12th grade to college readiness and success (CRS courses). We use regression discontinuity analysis at assessment cutoffs and data on all public school students in Florida to examine whether the FCCRI had impacts on longer-term outcomes of postsecondary persistence, transfer, and degree completion two and three years after seamless college enrollment. We find that the statewide policy had no substantive impacts on longer-term college success, which may be attributed to underlying issues with the theory of action and challenges to implementation. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In 2011, under the Florida College and Career Readiness Initiative (FCCRI), Florida made college placement testing mandatory for 11th-grade students who had scored in the midrange of its standardized 10th-grade assessment. Those with placement test scores below college-ready were assigned in 12th grade to college readiness and success (CRS courses). We use regression discontinuity analysis at assessment cutoffs and data on all public school students in Florida to examine whether the FCCRI had impacts on longer-term outcomes of postsecondary persistence, transfer, and degree completion two and three years after seamless college enrollment. We find that the statewide policy had no substantive impacts on longer-term college success, which may be attributed to underlying issues with the theory of action and challenges to implementation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00221546 |
| DOI: | 10.1080/00221546.2018.1525986 |
