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Content Alignment of High School and Community College Assessments in California

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This study explores the degree of alignment between high school mathematics and language arts assessments and community college placement examinations in widespread use in California. The study was conducted in two stages. The first stage analyzed the variety of placement exams used to determine their core content. The second stage analyzed the content of the placement exams with respect to the content of high school exams using a content alignment methodology developed by Webb (1997, 1999). Results indicate that while some areas showed acceptable levels of content alignment, others did not, particularly in mathematics. Suggestions and recommendations to improve the alignment between secondary and post-secondary testing systems are provided.
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Document Type: Research Article

Publication date: March 1, 2009

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  • Since 1993, the Journal of Applied Research in the Community College (JARCC) has served the institutional research and planning professionals in community colleges. JARCC is a semi-annual peer-reviewed journal that features articles relating to the integration of research and theory to practice in community colleges. The journal provides an intellectual space to communicate innovative practices in applied research that supports educational and administrative decision-making at the institutional, state, and national levels. JARCC is published by the San Diego State University's EdD program in Community College Leadership and Community College Leadership Alumni Chapter
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