Chapter 5. Chasing Transparency: Using Disparate Impact Analysis to Assess the (In)Accessibility of Dual Enrollment Composition

Abstract

The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.The WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editors are committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.

Considering Students, Teachers, and Writing Assessment: Volume 1, Technical and Political Contexts

“…A 2016 special issue of College English on writing assessment as social justice, edited by Poe and Inoue, featured two essays focusing on community college students (Alexander, 2016;Naynaha, 2016). Chapters in Poe, Inoue, and Elliot's collection Writing Assessment, Social Justice, and the Advancement of Opportunity also begin to address these gaps (Moreland, 2018;Toth, 2018a;2018b). However, many of these studies demonstrate little or no engagement with the scholarly literature in two-year college writing studies, and none were written by two-year college English faculty.…”

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

“…Thus, these programs may unintentionally expand on racial inequalities. In addition, programs may rely on standardized tests, like College Board's ACCUPLACER, to admit and place students -which may disadvantage those groups that systemically under perform on these tests 3 by limiting their access to DE (Moreland, 2019). However, disaggregated data that could provide more robust analyses of potential concerns of placement exams was not available via public records requests -limiting transparency and the ability to examine how DE may address inequalities (Moreland, 2019).…”

Confronting the Ideologies of Assimilation and Neutrality in Writing Program Assessment through Antiracist Dynamic Criteria Mapping

“…Within the literature on socially just and antiracist writing program assessment, scholars have attended to professional development (Sassi, 2020), directed self-placement (Toth, 2020), dual enrollment (Moreland, 2020), program-wide grading contracts (Stuckey et al, 2020) and the assessment of student writing samples Poe & Zhang-Wu, 2020). This article aims to contribute to the last conversation on that list-assessing student writing samples.…”