Melguizo, T., Bos, H., Prather, G., Kosiewicz, H., Fong, K., Ngo, Federick, N (available online). Assessment and Placement Policies and Practices in Developmental Math: Evidence from Experimentation in a Large Urban Community College District in California Pullias Center for Higher Education .

Melguizo, T., Bos, H., Ngo, F., Mills, N., & Prather, G. (available online). Using a regression discontinuity design to estimate the impact of placement decisions in developmental math. Research in Higher Education.

Ngo, F. & Melguizo, T. (available online). How can placement policy improve math remediation outcomes? Evidence from experimentation in community colleges. Educational Evaluation and Policy Analysis.

Fong, K., Melguizo, T., & Prather, G. (2015). Increasing success rates in developmental math: The complementary role of individual and institutional characteristics.Research in Higher Education.

Melguizo, T., Kosiewicz, H., Prather, G., & Bos, J. (2014). How are community college students assessed and placed in developmental math? Grounding our understanding in reality. Journal of Higher Education, 85(5), 691-722.

The purpose of this study is to evaluate the effectiveness of developmental math placement policies on student success in community college. The main research question that guides the study is: What are the effects of placement decisions on the educational outcomes of community college students? To answer this question we draw on economic and governance theories and employ quantitative and qualitative methods to explore how assessment and placement policies are designed and implemented and how effective they are in ensuring student progress through the developmental math sequence.

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