Mis/Alignment Between High School and Community College Standards

This study explores the extent to which “college-ready” students, by high school standards, are assigned to remedial courses in college.

The results confirm that ISMM was prevalent and substantial with respect to high school grades, moderate to substantial based on different measures of math course-taking, and minor to moderate based on standardized test results.

Each of these cases is problematic—for equity, for efficiency, and for educational opportunity.