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The University of California (UC) requires the SAT or ACT as part of their admissions process, but critics argue that these tests have flaws and are biased. This brief suggests that state-mandated standardized tests used to monitor student progress in secondary education, such as the CST exam in California, could be a suitable substitute for college entrance exams. The analysis in this brief shows that the CST exam offers similar predictive power for college performance and persistence at UC, compared to the SAT.
The Landscape and the Locus of Change
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This PACE working paper examines six types of innovations to improve developmental education in California Community Colleges: individual practitioner efforts, departmental developments, learning communities, K-12 initiatives, Faculty Interest Groups, and innovation from the middle. The authors find that there are many good ideas for improving developmental education, but success depends on nurturing the right conditions for innovation. Innovation from the middle, with the joint efforts of senior-level faculty and middle-level administrators, seems necessary for widespread reform.
The Dominance of Remedial Pedagogy
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This working paper examines the instructional triangle of basic skills education in California Community Colleges through classroom observations in 13 colleges. The study identifies the prevalence of remedial pedagogy, which relies on sub-skill drill and practice and lacks connections to subsequent courses or adult roles. This approach is ineffective and violates precepts of effective instruction. The paper outlines alternatives to remedial pedagogy, including hybrid and constructivist teaching. These alternatives are further developed in Working Paper 3.
Framing the Issues in Community Colleges
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This paper series addresses the issue of basic skills instruction in California Community Colleges. The problem is twofold: a high proportion of students enter college needing developmental courses, and these students are unlikely to move into college-level work. The research focuses on instructional issues, with observations and interviews to understand classroom and institutional settings. The subsequent papers in the series will cover various hypotheses for why success rates in basic skill instruction are not higher.
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This report provides policy guidance for new state assessments aligned to Common Core State Standards. It aims to inform the work of the two consortia funded by the U.S. Department of Education in developing the assessments. The report includes three papers addressing issues of computer adaptive assessments, assessment of English learners, and assessing science. The authors' vision of new assessments goes beyond the horizon of current practice and emphasizes the need to use new technologies to provide useful and timely information to students and teachers.
The Case for Contextualized Developmental Math
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This brief analyzes the effectiveness of contextualized developmental math in California Community Colleges, where fewer than 10% of students who enter at the basic math level complete college-level math. These integrated courses focus on math required in specific occupations and have higher success rates than traditional math courses. However, the pressure for traditional academic courses has eliminated many of these courses, hindering students' ability to acquire occupational skills and complete advanced courses or degrees.
Examining the Effect of the Early Assessment Program at California State University
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This study analyzes the impact of the Early Assessment Program (EAP) on the college-going behavior and remediation needs of California high school juniors. Results show that EAP participation reduces the need for remediation at California State Universities by 6.1 percentage points in English and 4.1 percentage points in mathematics. The program does not discourage poorly prepared students from applying to college but rather encourages them to increase their academic preparation in high school.
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This brief discusses the significant disparity between the Latino population in California's public schools and their representation among college graduates. The author suggests that this may lead to a shortage of graduates for California's economy and outlines six steps the state could take to improve access and success for Latino students in higher education.