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ERIC Number: ED626145
Record Type: Non-Journal
Publication Date: 2022-Aug
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Next Phase of Placement Reform: Moving toward Equity-Centered Practice. Research Brief
Kopko, Elizabeth; Brathwaite, Jessica; Raufman, Julia
Center for the Analysis of Postsecondary Readiness
Test-only placement systems are associated with inaccurate placement determinations that can perpetuate college achievement gaps by race/ethnicity and socioeconomic status (SES). In response to the pitfalls of traditional, test-only placement systems, colleges across the country are increasingly experimenting with and adopting alternative placement strategies that reduce the number of students assigned to prerequisite developmental education and increase access to college-level courses. These reforms benefit underserved students but by themselves are not enough to eradicate long-standing disparities by race/ethnicity and SES in outcomes such as introductory college-level (or gateway) course completion and credential attainment. For placement reform to be both effective and equitable, it is best coupled with additional related reforms, including improvements to curriculum, instruction, and student supports. Aimed at practitioners, this brief provides guidance to institutions seeking to design and implement placement systems that redress limitations of test-only systems and that work in conjunction with other reforms to generate more equitable outcomes. It draws on research literature as well as examples from the field to highlight promising strategies for addressing barriers to equitable access to and success in college-level courses, including barriers that may persist after broad placement reform has been implemented.
Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; Two Year Colleges
Audience: Practitioners
Language: English
Sponsor: Institute of Education Sciences (ED); Ascendium Education Group, Inc.
Authoring Institution: Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR); Columbia University, Community College Research Center (CCRC); MDRC
Identifiers - Location: California; Maryland (Baltimore); Illinois (Chicago)
IES Funded: Yes
Grant or Contract Numbers: R305C140007; R305U200010