Members of my dissertation committee...   Jeff Grabill1 Malea Powell2 Stuart Blythe3 Julie Lindquist4 Members of my dissertation committee, whose contributions to this project lead me toward a philosophy, and a set of practices for undertaking this research.   John Gomes Erin Gomes Jordan Gomes Brianne Gomes None of whom have read this dissertation, but who have, never-theless provided an immense amount of sustained support and love for years.                                                  1 2 3 4   My friend, collea   Heather Turner In addition to the support that Heather offered, she quite possibly read more of this dissertation than any other sin-gle person, including myself. I am immensely thankful for the help and feedback she offered throughout the dura-tion of this research.     Casey Miles Becca Hayes For being tremendous writing group colleagues, gener-ous especially with their time and feedback.    Wenjuan Ma Whatever I have learned about statistical analysis has  Mentors and colleagues in the writing assessment community  Asao Inoue Mya Poe This research owes a tremendous amount to Asao and Mya, who have done a tremendous amount to orient writ-ing assessment around issues of justice, but who have also provided invaluable support and feedback to this work. C  Lehua Ledbetter April Baker-Bell Stacey Pigg Michele Fero Whether they know it or not (some do, and am sure), their dissertations provided models and inspi-ration to my own work      C  Victor Del Hierro Laura Gonzales Phil Bratta Esther Milu Suban Nur Cooley Bree Gannon McKinley Green Minh-Tam Nguyen Santos Ramos Mike Tardiff Jacquetta Shade Kathleen Livingston Basically anybody who has split a room with me at a con-ference, or anybody who would.    Joyce Meier Bump Halbritter Doug Noverr Janet Swenson Laura Julier Susan Gass Patricia Walters Candace Epps-Robertson also proved invaluable to this project, particularly in un-derstanding the relationships and histories between dif-ferent departments and institutional units.      ..........................................................................................................................    .......................................................................................................................    ........................................................................................................    ..........................................................................................................................   ........................................................................................................................................   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(1)  (2)  (3)                                                                                                                                             5                                                    5                                                                                                                                                                                                                                                                                                                                                                                         1.  2.  3.                                                1.  2.  3.    4.  5.  6.  7.  8.    9.  10.  11.  12.  13.                      1.    2.    3.       4.    5.    6.    7.    8.       i.    9.    10.    11.                                                                                                                                                   1.   2.  3.  4.  5.                              1.  2.  3.                                                                                                                                                                                      Table 13  Observations and findings that necessitate recommendations  1. Lack of accessible information about placement including:  the absence of a comprehensive, publicly-accessible description of placement into FYW courses (see Chapter 3)  the absence of a publicly-accessible rationale for placement procedures, or how procedures reflect or align with FYW goals (see Chapter 3) 2. Lack of a clear, institutional distinction between the curricula or intended out-comes for PCW and 100-level courses (see Chapter 4) 3. Evidence of differential treatment, and adverse impact for some ethnic and racial formations, including:  evidence of heightened scrutiny, and more rigorous standards, applied to students with international citizenship (see Chapter 3)  evidence pointing to patterns of systemic racism and ethnic discrimination (see Chapter 3) 4. Evidence of unique experiences of helpfulness, including:  evidence pointing toward the ethnic makeup of PCW courses as generating benefi-cial pedagogical responses and learning outcomes for some students (see Chapter 5)  evidence pointing toward lower perceptions of learning outcomes among students who identified as Hispanic/Latinx (Chapter 4)                                    1.  2.  3.                                                                                                                                                                                                                                                           Interview Protocols  The following protocols are for semi-structured interviews I conducted with interview partici-pants, Youssof, Elle, and Kenneth. These interviews represented three different paths into FYW courses (one student enrolled in a Tier One course who took courses at the ELC prior to coming to Tier One; one student enrolled in PCW who did not take courses at the ELC; one student who is enrolled in a 100-level course, and did not have any other writing require-ments).  The purpose of the first interview acy-related courses, as the subjects of sorting into such courses, and about their expectations of the course into which they have most recently been sorted.  In the second interview, I asked students to respond to questions and comments from other participants, and will ask them to read and discuss a piece of writing from their courses. I also asked them questions that centered around changes in their perceptions of themselves as writ-ers, and how that might affect their sense of whether their course was a good fit.    1.      2.  3.  4.  5.    1.   2.  3.  4.    1.  2.  3.  4.  5.  6.     1.  2.  3.  4.  5.  6.  7.  8.  9.  10.  11.  12.  13.  14.  15.  16.    1.  2.    1.  2.  3.  4.  5.    1.  2.  3.  4.   5.      1.  2.  3.               .801   .872   .848     .852   .882  versity. .804  society. .814   .825     .891  in other college classes. .879   .882  tions. .883 Extraction method: Principal component analysis Note: Only one component extracted                                                                          Citizenship formations International Citizenship .086 .334 .798 1.089 Non-international citizenship REF REF REF REF Racial formations  Asian .641 .316 .042 1.898 Black -.138 .374 .712 .871 Hispanic/Latinx .122 .414 .767 1.130  .336 .514 .514 1.399 Prefer Not to Answer .557 .489 .255 1.746 Gender Female .141 .170 .408 1.151 Non-binary, transgender, or decline to identify -1.127 .982 .251 .324  REF REF REF REF Placement level 100-level enrollment? -.920 .273 .001 .399 FYW Satisfaction Course Satisfaction -.142 .112 .207 .868 Placement Satisfaction -.518 .114 .000 .596                                            Elliot, N. (2016). A Theory of Ethics for Writing Assessment. The Journal of Writing Assessment, 9(1). Retrieved from http://journalofwritingassessment.org/article.php?article=98                                                Kelly-Riley, D., & Whithaus, C. (2016). Introduction to a Special Issue on a Theory of Ethics for Writing Assessment. The Journal of Writing Assessment, 9(1). Retrieved from http://journalofwritingassessment.org/article.php?article=99