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Using statewide administrative data, the study compares first-year completion changes in gateway math and English before versus after SB 1720 (2013), finding differential benefits by exemption and college-readiness status.",{"@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 & 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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nWho Benefited More From the Developmental Education Reform in Florida? The Role of Exemption Status  \nKai Zhao  \nLingnan University  \nChristine G. Mokher  \nToby J. Park-Gaghan  \nShouping Hu  \nFlorida State University  \nUnder Florida’s developmental education (DE) reform since 2014, recent public high school graduates and active-duty military personnel became exempt from DE and traditional placement tests. The legislation also required colleges to provide accelerated instruction strategies for students remaining in DE and offer enhanced advising and support services for all incoming students. Focusing on the differential policy impacts on exempt and nonexempt students, we used statewide administrative data to examine changes in first-year completion rates for gateway math and English courses before and after thereform. Overall, and for those deemed to be college-ready, nonexempt students benefited more from the reform; however, the opposite is true for students who were not college-ready, with exempt students benefiting more. This study confirms that each component of the reform has played a role in contributing to its success.  \nKeywords: community college, developmental education, exemption status, placement policy  \nIntroduction  \nDevelopmental education (DE) courses are intended to improve the reading, writing, and/or math skills of students who are deemed underprepared for college-level classes. Among students who began their postsecondary education during 2013–14, nearly 60 percent of community-college students and one-third of 4-year college students took at least one developmental course (Chen et al., 2020). However, the vast majority of students assigned to DE never finish their DE sequence, nor do they take and complete introductory college-level (gateway) courses in English and mathematics (Bailey et al., 2010) . Given the low completion rates in gateway courses for students required to take DE as well as the expenditures of students’ time and money, colleges and states across the country have been experimenting with new practices to improve the effectiveness and efficiency of the DE system over the past two decades.  \nOverall, these DE reforms focus on three aspects: reforming placement processes, reducing lengthy course sequences, and improving instructional approaches (Jaggars & Bickerstaff, 2018) . These three factors have been linked with how the traditional DE system fails to fulfill its promise to help students succeed in college. For example, research suggests that the traditional placement system that relies  \nsolely on standardized tests often results in high levels of placement inaccuracy. One study estimates that a quarter of students assigned to DE could have succeeded in the relevant college-level course if they had been allowed to enroll in it directly (Scott-Clayton et al., 2014) . The time-consuming and costly sequence of multiple developmental courses is also problematic because only a small percentage of students can complete it (Bailey et al., 2010) .  \nAlthough many of the reforms in other contexts may include only isolated practices and tend to be small in scope, in 2014, Florida implemented one of the most comprehensive DE reform efforts under Senate Bill (SB) 1720 of 2013, which covers three of the reform factors mentioned above. First, the reform made placement tests and DE optional for exempt students—those who entered a Florida high school during or after the school year 2003–2004 and earned a standard high school diploma as well as students who are activeduty military members. Second, colleges were required to offer DE courses in one of four specific instructional str","cbCaiqcHN3yDIRxN","https://ap.wps.com/l/cbCaiqcHN3yDIRxN","pdf",937661,14,"English","# Introduction\n## Developmental education purpose and completion challenges\n## Prior reform strategies: placement, course sequence length, and instruction\n## Florida’s comprehensive reform under SB 1720 (2013)\n## Exempt vs nonexempt student categorization and study research questions","[{\"question\":\"What was the key change in Florida’s DE reform for exempt students?\",\"answer\":\"Exempt students could bypass developmental education and placement tests, regardless of their college-readiness level.\"},{\"question\":\"How did colleges’ responsibilities differ after SB 1720?\",\"answer\":\"Colleges were required to offer DE in specified instructional strategies for eligible students and to provide enhanced advising and academic support services for all incoming students.\"},{\"question\":\"What outcomes did the study measure to evaluate the reform?\",\"answer\":\"The study examined changes in first-year completion rates for gateway math and English courses before and after the reform.\"}]","Who Benefited More From the Developmental Education Reform in Florida? The Role of Exemption Status | PDF",1792068990,35]