High School Transcript Placement in Developmental Mathematics Courses: A Case Study at One College

Autor/inn/en	Counterman, Celisa; Zientek, Linda R.
Titel	High School Transcript Placement in Developmental Mathematics Courses: A Case Study at One College
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Counterman, Celisa) ORCID (Zientek, Linda R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	High Schools; Academic Records; Mathematics Education; Grades (Scholastic); Student Placement; Remedial Instruction; Mathematics Achievement; Time to Degree; High Stakes Tests; Mathematics Tests; Community Colleges; Suburban Schools; Longitudinal Studies; Algebra; Equal Education; Educational Policy; Case Studies; Academic Persistence; Course Descriptions + Suchen Sie Ihr Suchwort? High school; Oberschule; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Mathematische Bildung; Notenspiegel; Schülerpraktikum; Förderkurs; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Community college; Community College; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Kursstrukturplan
Abstract	Historically, college students who require remediation in mathematics have been placed into developmental mathematics courses. Accurate placement is important for student success; inaccurate placement in a low-level course could lengthen a students' time to degree completion. Placement policies have tended to focus on a high-stakes placement test, but more holistic approaches have been recommended. This study investigated success outcomes for students placed with a holistic approach of evaluating high school transcripts. Students who were placed into one of three developmental mathematics by their high school transcript at a suburban community college in North-eastern United States were selected for this study. A nonexperimental, retrospective research study was conducted. Archival data of students who took a developmental mathematics course from fall 2015 through spring 2019 and had a high school transcript on file were chosen for this study. Findings from chi-square analyses indicated that high school transcripts that consider mathematics course grades are a viable placement option for developmental math courses, particularly the two lower-levels. However, lower than desired success rates suggest that placement is only the first step to increasing student achievement. A lack of high school transcripts suggests some students would prefer to take a placement test, particularly for students in the upper-level course on a college algebra path. A challenge for community college advisors will be creating an equitable placement policy for students who do not have a recent high school transcript. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01