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ERIC Number: ED544765
Record Type: Non-Journal
Publication Date: 2014-Mar
Pages: 62
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-
Participation and Pass Rates for College Preparatory Transition Courses in Kentucky. REL 2014-009
Mokher, Christine
Regional Educational Laboratory Appalachia
The purpose of this study was to examine Kentucky high school students' participation and pass rates in college preparatory transition courses, which are voluntary remedial courses in math and reading offered to grade 12 students in the state. Three groups of students were compared using the population of grade 12 students in Kentucky public schools in school year 2011/12 (n = 33,928): students meeting state benchmarks, students approaching state benchmarks (1 to 3 points below), and students performing below state benchmarks (4 or more points below). The courses targeted students who were approaching state benchmarks, but all students were eligible to take them. Results were examined for member school districts of the Southeast/South-Central Educational Cooperative (a research partner with Regional Educational Laboratory Appalachia), a matched comparison group of districts with similar characteristics identified through propensity score matching, and the state as a whole. The study found that most students, even those targeted for the intervention, did not participate in the college preparatory transition courses. Among students who were approaching state benchmarks in math, fewer than one-third (28.1 percent) took transition courses, and among students approaching state benchmarks in reading, fewer than one-tenth (8.0 percent) enrolled in transition courses. Despite the intention of the policy, students from all three groups (meeting, approaching, and below state benchmarks) enrolled in the courses. Statewide pass rates for students who did enroll in transition courses in math or reading were more than 90 percent. Examining participation and pass rates can help schools and districts understand how college preparatory transition courses are used and may be adapted to meet the needs of students targeted for intervention. Four appendices present: (1) Data and methods; (2) Identifying College Preparatory Transition Courses; (3) Complete results of subgroup analyses; and (4) Sensitivity Analysis for Southeast/South-Central Educational Cooperative District Results. [For the executive summary, see ED544766.]
Regional Educational Laboratory Appalachia. Available from: CNA Corporation. 4825 Mark Center Drive, Alexandria, VA 22311. Tel: 703-824-2828; e-mail: RELAppalachia@cna.org; Web site: http://www.relappalachia.org
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Higher Education; High Schools; Postsecondary Education; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Appalachia (ED); National Center for Education Evaluation and Regional Assistance (ED)
Identifiers - Location: Kentucky
Identifiers - Assessments and Surveys: ACT Assessment
IES Funded: Yes
IES Cited: ED552339