Who's Ready? College Readiness in California Under Common Core Standards
*Names in bold indicate Presenter
This paper will provide a first look at the adoption of California’s new college readiness standards. Our analysis will make use of statewide data for six cohorts of California 11th graders (2010-2015). These data contain longitudinal information on student test scores, demographics, and enrollment patterns. Importantly, we have access to 11th grade test scores, which are used for college readiness identification, and 8th grade test scores, which provide a baseline measure of student performance. First, we describe thecharacteristics of students identified as college and career ready, and examine how these differ from identification under the earlier standards. Using the baseline 8th grade scores, we test whether students with similar 8th grade scores (and other observable characteristics such as exit exam scores) are more or less likely to be identified as college ready in 11th grade under the new versus old standards. Next, we estimate regression models in which “identified as college-ready” is regressed on student characteristics (e.g., 8thgrade test scores, gender, race/ethnicity, free/reduced lunch eligibility, English language learner (ELL) status) and their interactions with exposure to the new standards. The coefficients on the interaction terms provide a useful description of how the change in readiness standards differentially affected students by gender, race/ethnicity, ELL, SES, and prior ability.