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ERIC Number: EJ850698
Record Type: Journal
Publication Date: 2008
Pages: 1
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1938-5978
Common Placement Standards: A Strategy for Student Success
Collins, Michael
New England Journal of Higher Education, v23 n1 p16 Sum 2008
There is evidence that students who enroll in and complete their developmental education sequence do as well as students who enter college-ready. No doubt a strong developmental education curriculum and effective teaching are critical to success. But states also need a policy infrastructure that systematically identifies students who need developmental education and ensures that they enroll. States also need a data and performance measurement system to monitor progress. To move in that direction, "Achieving the Dream" states, in collaboration with Jobs for the Future, have identified a policy framework specifying high-leverage state policies that can promote student success in community colleges. Assessment and placement policies have emerged as high-yield activities to improve services to academically underprepared students. While each participating state has taken a unique approach to the placement policy options in the framework, they are increasingly moving toward standardizing assessment instruments and placement cut scores as a strategy to increase student success. Additional research is needed to better understand the impact of common placement standards on student success, but the "Achieving the Dream" experience suggests that such standards enhance states' ability to send clear signals to entering students about what is required for success while enhancing the states' capacity to track outcomes and make adjustments that can increase student success.
New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A