Objective: In recent years, developmental education (DE) reform has led to a restructuring of the placement process, redesigning of course instructional modalities, or implementing student support services to supplement developmental coursework. In Florida, recent legislative changes allowed students to opt out of placement testing and enroll directly in college-level courses regardless of academic ability. The purpose of this study is to understand how students’ high school transcript information can be used in the academic advising process when students are no longer required to take standardized placement tests. Method: We used a combination of high school courses from statewide student-level data and conducted logistic regression analyses to understand how these courses help predict success in English Composition 1 and Intermediate Algebra. We also developed student profiles and presented predicted probabilities to illustrate how students with different combinations of high school coursework were predicted to pass their courses. Results: The results indicated that, generally, when students enrolled in introductory college-level courses, those with higher levels of high school preparation were predicted to pass at higher rates. However, even students whose coursework designated them as college-ready had predicted passing rates of 69.5% in English and 47.6% in Intermediate Algebra. Contributions: We recommend that college academic advisors use high school coursework, in addition to other factors, when advising students into courses and that advisors support students’ success by referring them to appropriate support services. We call for additional research to further understand how high school coursework can be used for flexible placement policies.

中文翻译：

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高中课程如何预测介绍性大学水平课程的成功

目标：近年来，发展教育 (DE) 改革导致安置过程的重组、课程教学方式的重新设计或实施学生支持服务以补充发展课程。在佛罗里达州，最近的立法变化允许学生选择不参加分班考试并直接注册大学水平的课程，而不管其学术能力如何。本研究的目的是了解当学生不再需要参加标准化分班考试时，如何在学术建议过程中使用学生的高中成绩单信息。方法：我们结合了来自全州学生水平数据的高中课程，并进行了逻辑回归分析，以了解这些课程如何帮助预测英语作文 1 和中级代数的成功。我们还开发了学生档案并提供了预测概率，以说明如何预测具有不同高中课程作业组合的学生通过他们的课程。结果：结果表明，一般来说，当学生参加大学入门课程时，高中准备水平较高的学生预计通过率较高。然而，即使是课程作业指定他们为大学做好准备的学生，也预测英语和中级代数的及格率为 69.5% 和 47.6%。贡献：除了其他因素外，我们建议大学学术顾问在为学生提供课程建议时使用高中课程作业，并且顾问通过将他们推荐给适当的支持服务来支持学生的成功。