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Direct linkPark, Elizabeth S.; Ngo, Federick; Melguizo, Tatiana – Research in Higher Education, 2021
Limited attention has been placed on the relationship between developmental math and STEM outcomes in community college. We therefore examine one particular experience during the transition from high school to college called math misalignment, which occurs when college students are placed lower in math than is warranted given their high-school…
Descriptors: Student Placement, Mathematics Instruction, High School Students, Mathematics Achievement
Park, Elizabeth S.; Ngo, Federick – Educational Evaluation and Policy Analysis, 2021
We use regression discontinuity design to examine the impact of placing into developmental math on science, technology, engineering, and mathematics (STEM) participation in community colleges and whether these relationships differ for underrepresented racially minoritized (URM), women, STEM-oriented, and STEM-aspiring students. Results show that…
Descriptors: Remedial Mathematics, STEM Education, Student Participation, Community Colleges
Ngo, Federick; Velasquez, David; Melguizo, Tatiana – Community College Review, 2021
Objective: Community colleges across the country are making dramatic shifts away from traditional reliance on placement testing for developmental education and toward using high school measures to assess college-readiness. Yet the views of faculty dealing with these changes, including their perspectives on the quality and usefulness of high school…
Descriptors: College Faculty, Teacher Attitudes, Student Placement, Educational Change
Ngo, Federick; Hinojosa, Juanita K. – New Directions for Community Colleges, 2021
Community colleges are a critical access point to higher education for undocumented students, yet undocumented community college students often report feelings of "constrained inclusion" due to the limitations created by their citizenship status (Negrón-Gonzales, 2017). In this article, we review existing research on undocumented…
Descriptors: Community Colleges, Two Year College Students, Undocumented Immigrants, School Policy
Download full textNgo, Federick; Hinojosa, Juanita K. – AERA Open, 2022
Some states have enacted inclusive policies that reduce constraints and uncertainty for undocumented students, potentially changing their academic decisions and postsecondary goals. We explore shifts in continuing undocumented community college students' course-taking before and after the California DREAM Act, which provided access to state…
Descriptors: Undocumented Immigrants, Two Year College Students, Community Colleges, Refugees
Melguizo, Tatiana; Ngo, Federick; Ching, Cheryl; Swanson, Elise; Harrington, Deborah L.; Yücel, Elif – Pullias Center for Higher Education, 2022
The Pullias Center for Higher Education, as part of the USC-LACCD Research-Practice Partnership (RPP), is conducting a mixed-methods evaluation of Assembly Bill 705 (AB705) focused on how community college practitioners are implementing this landmark policy, which directs all 116 community colleges in the California Community College (CCC) system…
Descriptors: Community Colleges, College Faculty, Educational Policy, Program Implementation
Ngo, Federick; Melguizo, Tatiana – Journal of Higher Education, 2021
Using linked high school and community college records for students in a large metropolitan area in California, we explore what happened to students who experienced inter-sector math misalignment (ISMM). These students were deemed "college ready" by high school standards but were placed in remedial/developmental math courses when they…
Descriptors: High School Students, Two Year College Students, Community Colleges, Mathematics Instruction
