Is Direct Placement in Transfer-Level Courses Closing Racial Equity Gaps in Community Colleges? (Poster 33)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

We examine the impact of AB705, a legislative mandate to reform developmental education across the California Community Colleges. Using data from the Los Angeles Community College District, we descriptively examine students’ access to and completion of transfer-level English and math courses, disaggregating these rates by race/ethnicity. We find that access to and completion of transfer-level math and English courses increased for all racial/ethnic groups between fall 2017 and fall 2021. Racial/ethnic gaps in access narrowed for both English and math, but gaps in completion have persisted. Our results suggest that additional types of student support and institutional change are needed to increase equity in completion rates of transfer-level courses.

Author

• Federick Ngo, University of Nevada - Las Vegas
  Presenting Author