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Research

Selected Publications

Ngo, F. & Espinoza, K. J. C. (2023). “Now we come here…we feel it”: Experiences of anti-Asian racism among community college students in ESOL programs. Community College Journal of Research & Practice. https://doi.org/10.1080/10668926.2023.2189178

Ngo, F. & Sundell, D.(2023). Inequities at the intersection of race and disability: Evidence from community colleges. Race, Ethnicity & Education. https://doi.org/10.1080/13613324.2023.2170436

Ngo, F. & Lee, D. (2022). Bringing counseling to the classroom: Embedded counseling and student outcomes in community college ESOL programs. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251221134686

Ngo, F. & Melguizo, T. (2022). Mandating multiple measures and encouraging student supports. Evaluating a new approach to developmental education in California’s community colleges. (EdWorkingPaper: 22-662). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/neqq-gd84

Ngo, F. & Cho, J. (2022). The impact of in-state tuition for international students: Evidence from the Heartland. Journal of Student Financial Aid, 51(3), 1-20. https://ir.library.louisville.edu/jsfa/vol51/iss3/3/

Ngo, F. & Hinojosa, J. K. (2022). Broadened possibilities: Undocumented community college student course enrollment after the California DREAM Act. AERA Open, 8. doi: 10.1177/23328584221091276

Ngo, F., Calica, M., & Lough, N. (2022). The financial behaviors of chasing athletic prestige: Evidence from the NCAA Cost of Attendance policy. The Review of Higher Education, 45(3), 307-336. [Pre-print]

Ngo, F. & Hinojosa, J. K. (2021). Supporting undocumented community college students. New Directions for Community Colleges, 2021(196), 57-78. https://doi.org/10.1002/cc.20483

Ngo, F., Velasquez. D., & Melguizo, T. (2021). Faculty Perspectives on Using High School Data in an Era of Placement Testing Reform. Community College Review, 49(3), 290-313. [Pre-Print] https://doi.org/10.1177/00915521211002896

Park, E., Ngo, F. (2021). The effect of developmental math on community college STEM participation: Variation by race, gender, achievement, and aspiration. Educational Evaluation & Policy Analysis, 43(1), 108-133. DOI: 10.3102/0162373720973727

Ngo, F. & Melguizo, T. (2021). The equity cost of inter-sector math misalignment: Racial and gender disparities in community college student outcomes. The Journal of Higher Education, 92(3), 410-434. https://www.tandfonline.com/eprint/2QEN3AXN4RI4SFHF2GHV/full?target=10.1080/00221546.2020.1811570

Park, E., Ngo, F., & Melguizo, T. (2021). The Role of Math Misalignment in the Community College STEM Pathway. Research in Higher Education, 62, 403-447. DOI: 10.1007/s11162-020-09602-y

Ngo., F., & Velasquez, D. (2020). Inside the math trap: Chronic math tracking from high school to community college. Urban Education. Available online.

      Media: Research Minutes

Melguizo, T. & Ngo, F. (2020). Mis/alignment Between High School and Community College Standards. Educational Researcher, 49(2), 130-133.

Kosiewicz, H. & Ngo, F. (2020). Giving community college students choice: The impact of self-placement in math courses. American Educational Research Journal, 57(3), 1358-1391. (paper)

Ngo, F. (2020). High school all over again: The problem of redundant college mathematics. The Journal of Higher Education, 91(2), 222-248. DOI: 10.1080/00221546.2019.1611326

      Media Coverage: Inside Higher Ed, The Conversation, SF Gate

Ngo, F. (2019). Fractions in college: How basic math remediation impacts community college students. Research in Higher Education, 60(4), 485-520.

Ngo, F. & Astudillo, S. (2019). California DREAM: The impact of financial aid for undocumented community college students. Educational Researcher, 48(1), 5-18.

      Media Coverage: The Conversation, U.S. News & World Report, Salon.com, SF Chronicle, Houston Chronicle, San Antonio Express News, etc.

Ngo, F. & Sablan, J. (2019). Southeast Asian and Pacific Islander student progression through community college: A disaggregated transcript analysis. Teachers College Record, 121(8).

Ngo, F., Chi, W. E., & Park, E. (2018) Mathematics course placement using holistic measures: Possibilities for community college students. Teachers College Record, 120(2), 1-42.

Ngo, F., & Kosiewicz, H. (2017). How extending time in developmental math impacts student persistence and success: Evidence from a regression discontinuity in community colleges. The Review of Higher Education, 40(2), 267-306.

Ngo, F., & Melguizo, T. (2016). How can placement policy improve math remediation outcomes? Evidence from community college experimentation. Educational Evaluation and Policy Analysis, 38(1), 171-196.

Melguizo, T., Bos, J., Ngo, F., Mills, N., & Prather, G. (2016). Using a regression discontinuity design to estimate the impact of placement decisions in developmental math. Research in Higher Education, 57(2), 123-151.

Kosiewicz, H., Ngo, F., & Fong, K. E. (2016). Alternative models to deliver developmental math: Issues of use and student access. Community College Review, 44(3), 205-231.

Ngo, F., & Kwon, W. (2015). Using multiple measures to make math placement decisions: Implications for access and success in community colleges. Research in Higher Education, 56(5), 442-470.

Ngo, F. (2013). The distribution of pedagogical content knowledge in Cambodia: Gaps and thresholds in math achievement. Educational Research for Policy and Practice, 12(2), 81-100. (Official journal of the Asia-Pacific Educational Research Association).


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