Evaluation of the Basic Skills Math Sequence in California: Evidence From Los Angeles

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Abstract

The main objective of the study is to evaluate the basic skills math sequences in the Los Angeles Community College District (LACCD). Regression discontinuity is used to compare individuals who scored just above and below the cut score in the math assessment test. Preliminary results suggest that those individuals who were placed in elementary algebra as opposed to intermediate algebra, had slightly lower course successful rates in intermediate algebra (e.g., obtained a letter C or higher in the course), as opposed to those who were placed directly in intermediate algebra. The results suggest that the cut scores of the placement exam are set too high, and the students just below the cut score could have benefitted from attending intermediate algebra directly.

Authors

• Tatiana Melguizo, University of Southern California

• Johannes Bos, American Institutes for Research

• George Prather, Los Angeles Community College District