The intention of this analysis is to provide an overview and evaluation of performance assessment, primarily in the California Community College system. This assessment process often includes several different factors such as student testing for placement, advising and counseling, and faculty evaluation of student capabilities on an in-class basis. Hopefully, the end result of this study will be a greater understanding of the contribution of the assessment process to student success.
Community colleges have always been more accessible than the larger public and private universities. During the 1960s and 1970s, pressure on the community college system led to "open door" enrollment policies throughout the national community college system. Community college populations then became more diverse and required more specialized services.
Both funding and populations increased during these years, but that may not continue to be the case as a new more restrictive political environment developes both nationally and in California. This environment has placed a renewed emphasis cost-effectiveness, efficiency, and institutional accountability.
The community college movement has been aware of the public's demand for accountability for several years. In response to growing public pressure the American Association of Community Colleges adopted a policy statement in 1987 that emphasized the community college's responsibility to provide services to students once they enter the college environment that will help them succeed (Lane, 1993).
The California Community College system was already well along in the process of requiring its entire system to operate on that basis. A matriculation process was authorized in 1986 through Assembly Bill 3, also known as the Seymour-Campbell Matriculation Act (Statutes of 1986, Chapter 1467). Matriculation implementation within the California state system began during the 1987-88 academic year. ...