Developmental Education Reform and the Racial/Ethnic Achievement Gap: The Case of First-Semester Gateway Course Passing Rates When Florida Made Developmental Education Optional
Yazarlar (6)
Doç. Dr. Oğuzcan ÇIĞ
Mersin Üniversitesi, Türkiye
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | TEACHERS COLLEGE RECORD |
| Dergi ISSN | 0161-4681 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q4 |
| Makale Dili | İngilizce |
| Basım Tarihi | 12-2018 |
| Cilt No | 120 |
| Sayı | 12 |
| Özet |
| Background: Developmental education (DE) has been critiqued because of its high cost, the inconclusive evidence as to its effectiveness, and the overrepresentation of underrepresented minority students required to take it. Because Black and Hispanic students are more often referred to developmental courses and may require more levels of remediation, a significant racial/ethnic achievement gap between White students and underrepresented minority students has formed in the likelihood of students earning credit for college-level courses in their first semester. Focus of Study: To address these concerns, the Florida legislature passed Senate Bill 1720 in 2013, which, among other mandates, made DE (and placement tests) optional for many students. Now that this barrier to gateway course enrollment has been removed, this article seeks to understand whether there was any relationship between its removal and the achievement gap between White students and underrepresented minority students in |
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