WWC review of this study

Shining the Spotlight on Those outside Florida's Reform Limelight: The Impact of Developmental Education Reform for Nonexempt Students [Pre-2014 Program]

Mokher, Christine G., Park-Gaghan, Toby, Hu, Shouping (2021). Journal of Higher Education v92 n1 p84-115. . Retrieved from: https://eric.ed.gov/?id=ED611562

  • Randomized Controlled Trial
     examining 
    11,300
     Students
    , grade
    PS

Reviewed: January 2023

No statistically significant positive
findings
Meets WWC standards with reservations
Progressing in college outcomes—Statistically significant negative effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Completion of an advanced math course

Florida's developmental math education program before the 2014 reform—Mokher et al. (2015) vs. Business as usual

1 Year

Students near the threshold of being assigned to upper developmental education or college-level business-as-usual education;
4,019 students

14.10

22.60

Yes

-14
 
 
More Outcomes

Completion of Intermediate Algebra

Florida's developmental math education program before the 2014 reform—Mokher et al. (2015) vs. Other intervention

1 Year

Students near the threshold of being assigned to lower developmental education or upper-level developmental education;
7,281 students

8.40

17.50

Yes

-19
 
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 53%
    Male: 47%

  • Rural, Suburban, Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Florida
  • Race
    Black
    20%
    Other or unknown
    39%
    White
    41%
  • Ethnicity
    Hispanic    
    32%

Setting

The study took place in all 28 institutions of the Florida College System.

Study sample

A total of 11,300 first-time-in-college students in Florida were included in the study. Specifically, the data are from the 2012 and 2013 entering cohorts in all 28 institutions of the Florida College System. The sample consists of students who were eligible for the Florida developmental education program according to eligibility requirements as they existed in 2014 and later. In particular, students must have met at least one of three eligibility criteria to be included in the analysis: (1) not have a transcript record from a Florida public high school, (2) not have completed a standard high school diploma, or (3) have a standard high school diploma prior to 2006-2007. The study excluded students who did not have placement scores on the Postsecondary Education Readiness Test (PERT) or had incomplete high school administrative records. Sample characteristics were not available for the analytic sample. Among all non-exempt students across four student cohorts, 53% were female. Forty-one percent were White, 20% were Black, and 39% did not report race. Thirty-two percent were Hispanic or Latino, and the rest did not report ethnicity.

Intervention Group

This study examines Florida's developmental math education program, which required entering college students to take developmental math courses if they scored below college-ready in a placement exam. This review focuses on the findings for the pre-reform version of the program that was in place until 2014. The pre-reform version of the program assigned students to take either lower- or upper- developmental education courses for one semester depending on one's placement score. The lower-level course is the first course in a college-preparatory two-course sequence highlighting basic operations with applications to beginning algebra. The upper-level course is the second course in the college preparatory sequence which provides background on topics including basic operations with polynomials, linear equalities, factoring, and an introduction to radicals. Students assigned to the intervention were required to take these development courses before they could take college-level math courses. The outcomes were measured after students' first year in college.

Comparison Group

The comparison condition differed for the two levels of the developmental education intervention: (1) students assigned to upper-developmental education courses were compared to students who were placed into the business-as-usual college-level curriculum without developmental education courses, and (2) students assigned to lower-developmental education courses were compared to students who were assigned to upper-developmental education courses.

Support for implementation

The study does not describe any support for implementation for the pre-reform version of the program.

 

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This download will include data files for study and findings review data and a data dictionary.

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