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Using statewide student-level high school course data and logistic regression, the study predicts success in English Composition 1 and Intermediate Algebra, builds student profiles, and reports passing-rate differences by coursework preparation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/how-high-school-coursework-predicts-introductory-college-level-course-success/598992/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/how-high-school-coursework-predicts-introductory-college-level-course-success/598992.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the study connect high school coursework to college course success?","Question",{"text":63,"@type":64},"The study uses high school course information from statewide data and logistic regression to predict students’ likelihood of passing English Composition 1 and Intermediate Algebra.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What changes in Florida prompted this research?",{"text":68,"@type":64},"Florida legislative changes allow students to opt out of placement testing and enroll directly in college-level courses, even regardless of academic ability, while requiring updated instructional modalities for DE courses.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results show about predicted passing rates?",{"text":72,"@type":64},"Higher levels of high school preparation were generally associated with higher predicted pass rates. 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Woods 1, Toby Park 1,  \nCommunity College Review 2018, Vol. 46(2) 176–196 © The Author(s) 2018 Reprints and permissions:  \n[sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/0091552118759419](DOI: 10.1177/0091552118759419)[ ](DOI: 10.1177/0091552118759419)[journals.sagepub.com/home/crw](journals.sagepub.com/home/crw)  \nShouping Hu 1, and Tamara Betrand Jones 1  \nAbstract  \nObjective: 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.  \n1 Florida State University, Tallahassee, USA  \nCorresponding Author:  \nChenoa S. Woods, Florida State University, 1114 W. Call Street, Stone Building 1208G, Tallahassee, FL 32306, USA.  \nEmail: [cwoods@fsu.edu](cwoods@fsu.edu)  \nKeywords  \ncourse placement, academic advising, education reform, student success, student outcomes  \nIn recent years, developmental education (DE) reform has led to a restructuring of the placement process, redesigning of course instructional modalities, or implementation of student support services to supplement developmental coursework (Belfield, Jenkins, & Lahr, 2016; Bickerstaff, Fay, & Trimble, 2016; Complete College America, 2016; Melguizo, Bos, Ngo, Mills, & Prather, 2016; Scrivener et al., 2015) . For example, advisors may use high school transcript information instead of or in addition to course placement tests during course registration, or developmental courses may be paired with college-level courses or additional tutoring as a means of supporting students’ mastery of basic skills. Specifically in Florida, recent legislative changes have introduced a new scenario where placement tests are optional and students may enroll directly in college-level courses regardless of academic ability (S. 1720, 2013) . The legislation also required that DE courses be taught with new instructional modalities designed to better suit students’ needs and more quickly move students to college credit-bearing courses. These instructional modalities include modularized, compressed, contextualized, and corequisite courses. Due to the changing placement policies and multiple DE course options under the legislation, advisors’roles have ","cbCaisiZWl0QUFld","https://ap.wps.com/l/cbCaisiZWl0QUFld","pdf",419313,21,"English","# Abstract\n## Objective\n## Method\n## Results\n## Contributions\n# Course Placement and Advising Context\n## Florida policy changes\n## Developmental education instructional modalities\n## Advisors’ roles and workload","[{\"question\":\"How does the study connect high school coursework to college course success?\",\"answer\":\"The study uses high school course information from statewide data and logistic regression to predict students’ likelihood of passing English Composition 1 and Intermediate Algebra.\"},{\"question\":\"What changes in Florida prompted this research?\",\"answer\":\"Florida legislative changes allow students to opt out of placement testing and enroll directly in college-level courses, even regardless of academic ability, while requiring updated instructional modalities for DE courses.\"},{\"question\":\"What did the results show about predicted passing rates?\",\"answer\":\"Higher levels of high school preparation were generally associated with higher predicted pass rates. Even students classified as college-ready had predicted passing rates of 69.5% in English and 47.6% in Intermediate Algebra.\"}]","How High School Coursework Predicts Introductory College-Level Course Success | PDF",1792087973,53]