Federick Ngo
Biographic Data
| ID | 5182103 |
|---|---|
| NAME | Federick Ngo |
| GIVEN NAMES | Federick |
| FAMILY NAME | Ngo |
| SIGNATURE | NGO F |
| AFFILIATIONS | University of Nevada, Las Vegas |
| ORCID | 0000-0002-6328-2696 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Math Sorting
Beginning in 2019, California community colleges were required to use multiple measures to determine students’ placement into initial math courses. Community colleges also created structured BSTEM and liberal arts (SLAM) math pathways beginning in 2017. This contemporaneous implementation could reproduce racialized stratification in math course-taking. This study analyzes changes in math course-taking between Fall 2017 and Summer 2021 using multi…
The Expansion of Corporate-Sponsored Tuition Benefits to America’s Low-Wage Workers
This article documents the expansion of corporate-sponsored tuition benefit (CSTB) programs from the managerial class to America’s low-wage workers and considers how the goals and design of CSTB programs square with those of college access programs. Because CSTBs simultaneously have the goals of college access, employee retention, and return on investment, I focus on variation in program components, including which workers are eligible, where ben…
Inequities at the intersection of race and disability
We track the academic progress of students who had special education designations in high school as they enroll in and persist through community college, irrespective of disability disclosure. We disaggregate outcomes by disability incidence and race/ethnicity, and use critical quantitative methods (QuantCrit) and DisCrit as frameworks to explore how racism and ableism intersect to produce inequitable outcomes at college entry and as students per…
Inside the Math Trap
Examining linked academic transcripts from urban community colleges and their feeder high schools, we identify math course-taking patterns that span sectors. We highlight stifled mobility and chronic repetition of math coursework in the transition to college, and we identify “math traps” from which students do not escape. Math mobility was limited, math repetition was rampant, and nearly half of students found themselves in math traps. All else e…
The Role of Math Misalignment in the Community College STEM Pathway
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. We used a unique longitudinal data set that links high school and community college transcript data. Focusing on math, we developed a naming device— inter-sector math misalignment (ISMM)—to measure mis/alignment between high school and college-level math standards. The results confirm that ISMM was prevalent and…
The Equity Cost of Inter-Sector Math Misalignment
Using linked high school and community college records for students in a large metropolitan area in California, we explore what happened to students who experienced inter-sector math misalignment (ISMM). These students were deemed “college ready” by high school standards but were placed in remedial/developmental math courses when they enrolled in a local community college. We disaggregate ISMM by gender and race/ethnicity, and we conduct analyses…
Giving Community College Students Choice
This study examines the impact of a “natural experiment” that gave students the choice to place into or out of developmental math because of an unintended mistake made by a community college. During self-placement, more students chose to enroll in gateway college- and transfer-level math courses, however, greater proportions of female, Black, and Hispanic students enrolled in the lowest levels of math relative to test-placed counterparts. Differe…
California DREAM
Ineligibility for state financial aid has traditionally limited undocumented students’ access to higher education. Since 2013, the California Development, Relief, and Education for Alien Minors Act (CA-DREAM) has made state-supported aid available to undocumented college students with demonstrated financial need. We use a difference-in-difference strategy and administrative data to examine the impact of the policy on undocumented community colleg…
High School All Over Again
Using linked high school and college records for a national sample of students, I document the first college math courses that students take and examine how they compare with high school coursework. Detailed 12th-grade math assessment data and variation in college math course-taking allow me to estimate the extent of redundant college math experiences, when students who were identified as being able to pass a higher-level course instead took a lo…
California DREAM
Ineligibility for state financial aid has traditionally limited undocumented students’ access to higher education. Since 2013, the California Development, Relief, and Education for Alien Minors Act (CA-DREAM) has made state-supported aid available to undocumented college students with demonstrated financial need. We use a difference-in-difference strategy and administrative data to examine the impact of the policy on undocumented community colleg…
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. We used a unique longitudinal data set that links high school and community college transcript data. Focusing on math, we developed a naming device— inter-sector math misalignment (ISMM)—to measure mis/alignment between high school and college-level math standards. The results confirm that ISMM was prevalent and…
Inside the Math Trap
Examining linked academic transcripts from urban community colleges and their feeder high schools, we identify math course-taking patterns that span sectors. We highlight stifled mobility and chronic repetition of math coursework in the transition to college, and we identify “math traps” from which students do not escape. Math mobility was limited, math repetition was rampant, and nearly half of students found themselves in math traps. All else e…
Giving Community College Students Choice
This study examines the impact of a “natural experiment” that gave students the choice to place into or out of developmental math because of an unintended mistake made by a community college. During self-placement, more students chose to enroll in gateway college- and transfer-level math courses, however, greater proportions of female, Black, and Hispanic students enrolled in the lowest levels of math relative to test-placed counterparts. Differe…
High School All Over Again
Using linked high school and college records for a national sample of students, I document the first college math courses that students take and examine how they compare with high school coursework. Detailed 12th-grade math assessment data and variation in college math course-taking allow me to estimate the extent of redundant college math experiences, when students who were identified as being able to pass a higher-level course instead took a lo…
The Equity Cost of Inter-Sector Math Misalignment
Using linked high school and community college records for students in a large metropolitan area in California, we explore what happened to students who experienced inter-sector math misalignment (ISMM). These students were deemed “college ready” by high school standards but were placed in remedial/developmental math courses when they enrolled in a local community college. We disaggregate ISMM by gender and race/ethnicity, and we conduct analyses…
California DREAM
Ineligibility for state financial aid has traditionally limited undocumented students’ access to higher education. Since 2013, the California Development, Relief, and Education for Alien Minors Act (CA-DREAM) has made state-supported aid available to undocumented college students with demonstrated financial need. We use a difference-in-difference strategy and administrative data to examine the impact of the policy on undocumented community colleg…
High School All Over Again
Using linked high school and college records for a national sample of students, I document the first college math courses that students take and examine how they compare with high school coursework. Detailed 12th-grade math assessment data and variation in college math course-taking allow me to estimate the extent of redundant college math experiences, when students who were identified as being able to pass a higher-level course instead took a lo…
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. We used a unique longitudinal data set that links high school and community college transcript data. Focusing on math, we developed a naming device— inter-sector math misalignment (ISMM)—to measure mis/alignment between high school and college-level math standards. The results confirm that ISMM was prevalent and…
The Equity Cost of Inter-Sector Math Misalignment
Using linked high school and community college records for students in a large metropolitan area in California, we explore what happened to students who experienced inter-sector math misalignment (ISMM). These students were deemed “college ready” by high school standards but were placed in remedial/developmental math courses when they enrolled in a local community college. We disaggregate ISMM by gender and race/ethnicity, and we conduct analyses…
Giving Community College Students Choice
This study examines the impact of a “natural experiment” that gave students the choice to place into or out of developmental math because of an unintended mistake made by a community college. During self-placement, more students chose to enroll in gateway college- and transfer-level math courses, however, greater proportions of female, Black, and Hispanic students enrolled in the lowest levels of math relative to test-placed counterparts. Differe…
The Role of Math Misalignment in the Community College STEM Pathway
Inequities at the intersection of race and disability
We track the academic progress of students who had special education designations in high school as they enroll in and persist through community college, irrespective of disability disclosure. We disaggregate outcomes by disability incidence and race/ethnicity, and use critical quantitative methods (QuantCrit) and DisCrit as frameworks to explore how racism and ableism intersect to produce inequitable outcomes at college entry and as students per…
Inside the Math Trap
Examining linked academic transcripts from urban community colleges and their feeder high schools, we identify math course-taking patterns that span sectors. We highlight stifled mobility and chronic repetition of math coursework in the transition to college, and we identify “math traps” from which students do not escape. Math mobility was limited, math repetition was rampant, and nearly half of students found themselves in math traps. All else e…
Math Sorting
Beginning in 2019, California community colleges were required to use multiple measures to determine students’ placement into initial math courses. Community colleges also created structured BSTEM and liberal arts (SLAM) math pathways beginning in 2017. This contemporaneous implementation could reproduce racialized stratification in math course-taking. This study analyzes changes in math course-taking between Fall 2017 and Summer 2021 using multi…
The Expansion of Corporate-Sponsored Tuition Benefits to America’s Low-Wage Workers
This article documents the expansion of corporate-sponsored tuition benefit (CSTB) programs from the managerial class to America’s low-wage workers and considers how the goals and design of CSTB programs square with those of college access programs. Because CSTBs simultaneously have the goals of college access, employee retention, and return on investment, I focus on variation in program components, including which workers are eligible, where ben…
Higher Education Research Studies (10 works) · Psychology (8 works) · Mathematics education (7 works) · Medicine (6 works) · Political science (6 works) · School Choice and Performance (6 works) · Medical education (5 works) · Community college (4 works) · Mathematics (4 works) · Academic achievement (3 works)