Beyond Academics asks to hear your thoughts, comments, and opinions on the topics we’ve covered throughout the week. Let’s keep the conversation about Higher Education going. BA Is On YouTube! Beyond Academic has two YouTube channels: Beyond Academics and the recently launched FutureX Podcast. Watch the latest videos from Beyond Academics, or listen to Joe […]
Beyond Academics asks to hear your thoughts, comments, and opinions on the topics we’ve covered throughout the week. Let’s keep the conversation about Higher Education going.
Are standardized tests a good way to determine if a student can succeed in college-level Math and English courses?
Virtually all schools use placement test to evaluate if a student is ready for college level math or English courses. 68% of community college students and 40% of students at public four-year colleges take at least one of these developmental courses. Many students are assigned to multiple levels of math and English developmental courses—which further delay their entry into full college work. The more developmental courses they have, the less likely they are to complete their degree.
The Center for the Analysis of Postsecondary Readiness (CAPR) completed a study at seven community colleges in the State University of New York System (SUNY) to determine if using a multi-criteria approach to place students in college-level or developmental courses were more likely to complete college-level work. The results were interesting:
Using multiple criteria, placement in college-level English jumped 34 percentage points, from 46 to 80 percent of students.
Students who placed into college-level courses because of multiple measures were 8–10% more likely to complete college-level math or English course within three semesters.
Students who were placed into developmental courses were 8–10 percentage points less likely to complete college-level math or English course within three semesters.
There has been a lot of focus on the drop in enrollment of foreign students in American universities. However, according to the Institute of International Education 9 of 10 foreign students who were enrolled in American universities at the time COVID lockdowns started are still in the US, stranded.
BA Bold Thoughts:
How can Higher Ed best accommodate and aid these students who are stranded in the US due to the pandemic?
What part does Higher Ed play in the national scheme of getting COVID-19 under control and thereby allowing these students to return to their families?
Let us know your thoughts and answers to these questions.