Post-Reform Placement and Writing Proficiency in Community College Transfer-Level Composition Courses

Objective: Extensive reform has been implemented in community colleges across the nation to help expedite attainment of students’ academic goals degree completion and transfer 4-year institutions. Reform at institution this study resulted replacement college writing placement exam precollegiate course sequence with an online assessment questionnaire by which students were provided automated recommendation based on their high school records enroll into one two versions transfer-level composition course, either or without a support course. Examined are: (1) whether who need most are effectively positioning themselves receive it; (2) new policy improves chances for success while examining its impact specific student subgroups. Method: An analytic survey administered students. Compared scores assessment, self-reported high-school GPA, final grades. Results: Findings show: no significant differences proficiency between enrolled types; mostly followed college’s enrollment is found be weakly related measured levels proficiency; (3) generally pass rates all proficiency. Contribution: This generates data that can inform practice clarify ways best toward achieving transfer.