[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602995-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602995-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","unintended-short-and-longer-term-consequences-of-assignment-to-college-readiness-courses-evidence-from-florida","Unintended Short- and Longer-Term Consequences of Assignment to College Readiness Courses - Evidence from Florida","","High school course selection can affect student outcomes in high school, college, and beyond, so policymakers must weigh whether policies that redirect students by preparation level produce unintended effects. The study uses regression discontinuity analysis to evaluate Florida’s College and Career Readiness Initiative on high school course-taking and later performance in college-level courses. Subgroup analyses based on course-taking histories show benefits for some students while potentially harming others, highlighting the risks of broad assignment rules.",{"@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/unintended-short-and-longer-term-consequences-of-assignment-to-college-readiness-courses-evidence-from-florida/602995/",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/unintended-short-and-longer-term-consequences-of-assignment-to-college-readiness-courses-evidence-from-florida/602995.png","ImageObject",300,407,{"name":42,"@type":43},"MrHarris58","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What policy change does Florida’s College and Career Readiness Initiative (FCCRI) implement?","Question",{"text":63,"@type":64},"In grade 12, non-college-ready students scoring below college-ready on math or reading on a grade 11 placement test are required to take college readiness and success (CRS) courses. The CRS courses were intended to align with college developmental education courses.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study estimate the impact of the FCCRI?",{"text":68,"@type":64},"The research uses regression discontinuity analysis to examine the initiative’s effects on high school course-taking and subsequent success in college-level courses, and it further uses subgroup analyses based on students’ course-taking histories.",{"name":70,"@type":61,"acceptedAnswer":71},"What do subgroup analyses suggest about unintended consequences?",{"text":72,"@type":64},"The initiative is beneficial for some students, but subgroup results indicate it may have inadvertently harmed other students. The paper links these differences to variation in students’ prior coursework and to possible mismatches between course-taking history and assessment scores.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602995,1792172760,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Unintended Shortand Longer-Term Consequences of Assignment to College Readiness Courses: Evidence from Florida  \nDaniel M. Leeds 1  \nand Christine G. Mokher2  \nEducational Policy 2022, Vol. 36(6) 1315–1347 © The Author(s) 2020  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/0895904820964747](DOI: 10.1177/0895904820964747)  \n[journals.sagepub.com/home/epx](journals.sagepub.com/home/epx)  \nAbstract  \nHigh school course selection can affect student outcomes in high school, college, and beyond. Policymakers therefore must consider whether policies affecting course selection may have unintended consequences for students with different levels of preparation. We use regression discontinuity analysis to examine the impact of Florida’s College and Career Readiness Initiative on high school coursetaking and subsequent success in college-level courses. To determine which students were most likely to comply with and benefit from the FCCRI, we run subgroup analyses based on students’ course-taking histories, finding that the initiative was beneficial for some students but may have had inadvertently harmed others.  \nKeywords  \nachievement, educational policy, higher education, high schools, state policies  \n1 CNA, Arlington, VA, USA  \n2Florida State University, Tallahassee, FL, USA  \nCorresponding Author:  \nChristine G. Mokher, Florida State University, 1114 W. Call Street, Tallahassee, FL 32306, USA. Email: [cmokher@fsu.edu](cmokher@fsu.edu)  \nHigh school course selection can have important implications for future student success as both the rigor and number of high school courses taken have been associated with the likelihood of dropping out of high school (Werblow et al., 2013), preparation for college-level courses (Gaertner et al., 2014; Long et al., 2008), and college enrollment and completion (Kim et al., 2015) . These outcomes also may be influenced by statewide policies that mandate the number of courses, the types of courses, and the course standards that must be mastered before students can graduate from high school (e.g., Nomi, 2012; Phaett et al., 2016) . Policymakers therefore must consider whether policies affecting course selection may have unintended consequences for students who are redirected from a more or less advanced course track that is better suited for their level of preparation.  \nIn 2008, Florida implemented a statewide policy that changed the requirement for the type of math and/or English courses taken during grade 12 by non-college-ready students. While college readiness is often considered to include several dimensions including cognitive strategies, content knowledge, academic skills, and contextual skills (e.g., Conley, 2007), Florida’s reform focused more narrowly on academic readiness. The Florida College and Career Readiness Initiative (FCCRI) mandated that students scoring below college-ready in math or reading on a college placement test in grade 11 take college readiness and success (CRS) courses in grade 12. These courses were intended to align with college developmental education (DE) courses, with the goal of helping more students enroll in for-credit courses once in college. Math CRS courses typically reviewed material from Algebra 1 through Algebra 2, while English CRS courses had many different structures (Mokher et al., 2014) .  \nInitiatives like the FCCRI have grown in popularity, as thirty-nine states had adopted similar state or local efforts to implement college readiness courses by 2017 (Fay et al., 2017) . These types of college readiness reforms have had mixed effects on subsequent student success (Mokher et al., 2019) . This may be due in part to policies that assign students from too broad of a range of achievement levels to college readiness courses. Little is known about which students are most likely to benefit or how college readiness courses compare to the types of courses that stude","cbCaigbw0Ju0Jc2N","https://ap.wps.com/l/cbCaigbw0Ju0Jc2N","pdf",926751,33,"English","# Abstract\n# Introduction and Policy Context\n# College and Career Readiness Initiative (FCCRI)\n# Research Approach and Purpose\n# Research Questions","[{\"question\":\"What policy change does Florida’s College and Career Readiness Initiative (FCCRI) implement?\",\"answer\":\"In grade 12, non-college-ready students scoring below college-ready on math or reading on a grade 11 placement test are required to take college readiness and success (CRS) courses. The CRS courses were intended to align with college developmental education courses.\"},{\"question\":\"How does the study estimate the impact of the FCCRI?\",\"answer\":\"The research uses regression discontinuity analysis to examine the initiative’s effects on high school course-taking and subsequent success in college-level courses, and it further uses subgroup analyses based on students’ course-taking histories.\"},{\"question\":\"What do subgroup analyses suggest about unintended consequences?\",\"answer\":\"The initiative is beneficial for some students, but subgroup results indicate it may have inadvertently harmed other students. The paper links these differences to variation in students’ prior coursework and to possible mismatches between course-taking history and assessment scores.\"}]","Unintended Short- and Longer-Term Consequences of Assignment to College Readiness Courses - Evidence from Florida | PDF",1792095553,83]