Wednesday, May 06, 2015
A Multi-Part Question About Florida
Does anybody know? Has anything good been published yet on this?
Second, they were not required to take the usual placement test, although some do so voluntarily, so advising is based on SAT or ACT scores (if they had them) and their HS transcript. This has to be done by full-time advisors, not faculty, and students who choose the exemption must sign off on a form that reminds them of the cost of failing a class they might not be ready for.
The rule that they could not be forced to take the placement test, even if only for advising purposes, means they didn't gather a statistically sound set of data that could have tracked the success of students as a function of placement score. Big loss for people in other states, not to mention people doing PhD ed research.
Third, sane heads prevailed during rule making and they could not exempt themselves all the way into college algebra. Students who need college algebra still need to take intermediate algebra, which is not considered "college level" math.
Finally, a number of other changes (like shorter or self-paced remediation) were implemented at the same time. That alone might complicate the data analysis.
There are no official results that any of us have heard about. I would speculate that individual college results will be (or are being) aggregated into a state-wide reprort before they are released. The could, however, be waiting on Spring data.
Rumors are that fewer exempted math than english and reading, as you might have guessed. Facts are that the developmental departments are but a shadow of their former selves.
There are semi-official rumors that the results are not what the legislature expected, but that really means nothing. You could, for example, have a higher failure rate in english but still have a higher cumulative pass rate than if they had to run the dev ed marathon before taking english. It would take more than a semester to see that in the data.