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RESEARCH OVERVIEW

 * About this Report
 * Research Overview
 * Recommendations and Toolkit
 * Resources


EXECUTIVE SUMMARY

For many young people in the Road Map Project region, Community and Technical
Colleges (CTCs) are an essential gateway to meaningful, living-wage, career
opportunities. Yet, less than half of the region’s high school graduates who
enroll directly in Road Map region CTCs are able to complete credentials or
transfer to a four-year institution within their first four years of CTC
enrollment. These low completion and transfer rates are driven in part by what
happens at the very beginning of a student’s journey when they enter the
institution and are subjected to an assessment of their “readiness” for
college-level courses. 

CTC assessment and placement processes serve the primary purpose of predicting
the appropriate levels of math and English classes for entering students. Yet,
all too often, the approach to placement can systematically and substantially
underestimate student capacity, particularly among students of color. Despite
over a decade of work to improve placement outcomes across the state and in the
Road Map region, racial equity gaps in access to college-level courses persist.
This report finds that current Road Map region CTC assessment and placement
policies, along with variation in policies between colleges and inconsistent
policy implementation, contribute to racial inequity.

Eradicating racial equity gaps begins with understanding the damaging impact
current policies have on students of color and exploring why they exist. This
report is the culmination of a multiyear, three-study series designed to help
CTCs in the Road Map region transition more rapidly to assessment and placement
approaches that can increase equity across different racial and ethnic groups
and support the academic success of all students. The findings draw attention to
the compounding inequities that exist in current college placement policies and
show clearly that these policies sustain racial inequity among racial groups,
which by definition makes them racist in their impact. 

View the Executive Summary as a PDF


KEY FINDINGS ON CTC ASSESSMENT AND PLACEMENT

Based on a longitudinal analysis of student transcripts as well as student
surveys and focus groups, the key findings from this report reveal the
following:

 1. Students of color are overrepresented in precollege courses.
 2. Taking two or more precollege math courses is detrimental to the success of
    students in completing college-level math.
 3. Students of color are disproportionately placed into precollege courses even
    when their high school transcripts make them eligible for college-level
    courses.
 4. Racial disparities persist regardless of high school GPA or coursetaking.
 5. Students report that the assessment and placement process is confusing and
    they want it changed. 
 6. Students who place by high school transcript are more likely to avoid
    precollege courses and have a better placement experience overall when
    compared to students who place by standardized placement test.
 7. Access to college courses is more dependent on which CTC a student attends
    rather than their previous coursetaking.
 8. Inequity in the K–12 system contributes to inequity in college placement
    outcomes.
 9. Incremental changes to transcript-based placement policies can improve
    access to college-level courses, but are unlikely to address large scale
    racial inequities.


SUMMARY OF RECOMMENDATIONS

The findings in this report shed new light on important issues students face in
the Road Map region. Sadly, these are not new issues. Racial inequities in
college placement outcomes have long plagued CTC improvement efforts suggesting
possible flaws in their overarching theory of change. 

To eradicate racist policies and other systemic barriers that disproportionately
impact students of color, Road Map region CTC leaders — including presidents,
faculty and staff at all levels — must view the multiple barriers that students
face through an antiracist lens. Fixing assessment and placement problems will
require an examination of why colleges were initially created and who they were
created to serve. To this end we offer two layers of recommendations.


> PUSHING FOR A PARADIGM SHIFT IN PLACEMENT 
> 
> To improve access to college-level courses and increase racial equity in
> college placement outcomes for students across the state, we recommend that
> CTCs make placement into college-level courses the default placement for all
> recent high school graduates.


K–12 AND COMMUNITY AND TECHNICAL COLLEGE RECOMMENDATIONS 

We recognize each institution is on its own path to addressing racial inequities
and that achieving a paradigm shift will require a coordinated and sustained
effort. In the meantime, here are four more immediate recommendations and
aligned actions that can help the current system evolve in this direction:

 1. Center students of color in the redesign of placement practices and ensure
    that they experience the enrollment and placement process as welcoming,
    trusting, and empowering. 
 2. Transform placement policies to maximize student access to college-level
    courses.
 3. Investigate and acknowledge the impact of current placement practices on
    students of color.
 4. Investigate and acknowledge the impact of inequitable grading distribution
    and access to math for students of color in K–12.

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