Charting a Path to Success: How Alternative Methods of Mathematics Placement Impact the Academic Success of Community College Students

Results indicated that an institutional placement policy prescribing placement by an examination of multiple measures consisting of placement test score and self-reported high school preparation resulted in student placement into higher-level mathematics courses with equal academic success when compared to policies that considered either measure individually. While Accuplacer test scores were a reasonably effective means of making placement decisions, community college students benefited from placement policies that required consideration of multiple measures of academic preparedness. When both test score and high school preparation were considered, enrolling in a higher course than the lowest indicated by either measure advantaged students. A different method of initial placement did not emerge as being more effective for developmental students as compared to college-level students.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Marwick, Judith D'Arcy

Contributors dc:contributor

• Bragg, Debra D.

• Education, Mathematics

Language dc:language

eng

Identifier

(MiAaPQ)AAI3070381

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79700