Using Statewide Longitudinal Data Systems to Examine Developmental Coursework Participation in New Jersey

• In Event: Leveraging Statewide Longitudinal Data Systems (SLDSs) to Conduct Equity-Focused Research

Abstract

Statistics on college enrollment show that many students are underprepared for college-level
coursework. In fact, according to a 2016 report from the Center for American Progress, between 40%
to 60% of first-year college students in the United States require some form of developmental
course or remediation in English and/or Math. Developmental coursework, also
known as remedial education, emerged as an educational approach for helping students who were deemed as underprepared for the academic rigor of college-level coursework. Typically, developmental coursework are below-college level courses in reading, writing, and/or math skills that students take to help them acquire the skills and knowledge needed to move into college-level courses. Contrary to its stated intent, recent research suggests that developmental education can instead serve as a barrier to college completion and have negative effects on students (Jimenez et al., 2016). Research shows that students in remediation are less likely to complete a degree, transfer, and/or graduate on time (Ganga, et al., 2018; Rodriguez, et al., 2017). Moreover, national estimates indicate that students of color enrollment rates in remedial education are higher than their white peers further stratifying the achievement gaps between white students and students of color (Vandal, 2016).

Statewide Longitudinal Data Systems (SLDS) can play a crucial role in addressing racial inequity in education by providing policymakers, educators, and researchers with comprehensive data to identify disparities and implement targeted interventions. Currently, New Jersey ranks 11th in the nation with the highest percentage of first-time students enrolled in remediation as a share of total enrollment (Jimenez, et al., 2016). Using data from New Jersey Statewide Data System (NJSDS), our study explored how to identify remedial coursework in the state’s longitudinal data system and assess how implementation of such coursework has changed over time. Of particular interest in this analysis was the demographic characteristics of students who participate in developmental coursework, and how long-term educational and employment outcomes differ for those required to participate in remediation compared to those who are not. This study exemplifies a call to action by showcasing how the utilization of SLDS can facilitate research and be leveraged to address racial inequities in education.

Authors

• Kristine J. Bacani, Rutgers University

• Khudodod Khudododov, Rutgers University