Does High School Performance Predict College Math Placement?

Autor/in	Kowski, Lynne E.
Titel	Does High School Performance Predict College Math Placement?
Quelle	In: Community College Journal of Research and Practice, 37 (2013) 7, S.514-527 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2012.754730
Schlagwörter	Predictor Variables; Prediction; Standardized Tests; Scores; High School Students; Student Records; Undergraduate Study; Extracurricular Activities; Student Placement; College Mathematics; Community Colleges; Mathematics Skills; College Readiness; Academic Aptitude; Probability; Remedial Mathematics; College Freshmen; Grade Point Average; Socioeconomic Status; Mathematics Achievement; Secondary School Mathematics; New Jersey + Suchen Sie Ihr Suchwort? Prädiktor; Vorhersage; Standadised tests; Standardisierter Test; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerakte; Grundstudium; Außerunterrichtliche Aktivität; Schülerpraktikum; Community college; Community College; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Studienanfänger; Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathematical ability
Abstract	Predicting student success has long been a question of interest for postsecondary admission counselors throughout the United States. Past research has examined the validity of several methods designed for predicting undergraduate success. High school record, standardized test scores, extracurricular activities, and combinations of all three have historically been successful predictors. However, in recent years, standardized test scores have become less effective for placing students in lower level mathematics courses; placement exams such as Accuplacer[R] have taken their place, especially in community colleges where no standardized test scores are necessary for admissions. This paper comprises a literature review of past research devoted to predicting community college success. Various state high school graduation requirements were examined as well as the issues surrounding high school mathematics proficiency and its lack of connection to college readiness. Academic aptitude factors--gleaned from high school transcripts analyzed to determine their influence on the need for remedial mathematics as determined by the mathematics portion of the Accuplacer[R] placement exam--were also examined. Significant variables found to influence the probability of remedial mathematics for community college freshmen were overall high school performance determined by the nonweighted high school grade point average (GPA), taking a math class beyond the state-required sequence, and the socioeconomic status of the high school. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10