Quantitative literacy has been recognized as an important skill in the higher education and workforce communities, focusing on problem solving, reasoning, and real-world application. As a result, there is a need by various stakeholders in higher education and workforce communities to evaluate whether college students receive sufficient training on…

After surveying 1,827 students in their final year at eighty randomly selected two-year and four-year public and private institutions, American Institutes for Research (2006) reported that approximately 30 percent of students in two-year institutions and nearly 20 percent of students in four-year institutions have only basic quantitative…

More than half of the colleges and universities in the U.S. require entering freshmen to present scores on the American College Test (ACT) as a condition of admission. Within recent years, colleges and universities have been asked to determine procedures whereby prior educational achievement and life experiences could be evaluated and college…

Procedures and related issues involved in the application of trait-treatment interaction (TTI) to institutional research, in general, and to placement and proficiency testing, in particular, are discussed and illustrated. Traditional methods for choosing cut-off scores are compared and proposals for evaluating the results in the TTI framework are…

A description is given of the system developed by the College Board during the past three decades through which, on the basis of examination, more than 1,500 colleges award degree credit for prior learning. Over 140,000 individuals take the examinations each year. (Author/MSE)