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Cullinan, Dan; Kopko, Elizabeth – Center for the Analysis of Postsecondary Readiness, 2022
Research suggests that using only standardized placement test scores to determine which new college students should take developmental coursework is inadequate, as many students may be unnecessarily assigned to developmental courses. These courses generally take one or more semesters to complete, delaying entry into college-level coursework, and…
Descriptors: Evaluation Methods, Student Evaluation, College Students, Student Placement
Altman, William S.; Pena-Shaff, Judith B.; Nicholls, Craig; Domingo, Cassandra – Teaching of Psychology, 2022
Background: Reading comprehension and writing ability are critical to students' success in introductory psychology. However, these generally are not prerequisites. There is conflicting evidence with regard to the effectiveness of remedial reading and writing classes for students with low placement exam scores. Objectives: To explore whether…
Descriptors: Readiness, Academic Achievement, Introductory Courses, Psychology
Joseph P. McCollum; William Adamczak; James R. Nolan – Numeracy, 2022
This paper reports how high failure rates in the first quantitative course that college business majors take were significantly reduced by implementing course-embedded remediation. More specifically, this paper details our process for identifying students at risk, placing them in special sections of the first quantitative course, and adding an…
Descriptors: Remedial Instruction, Curriculum Design, College Students, Business Administration Education
Federick Ngo; Dan Cullinan – MDRC, 2022
While most community colleges admit all students who apply for admission, the vast majority have required students to demonstrate specified levels of literacy and numeracy before they can take college-level courses. Typically, students have been assessed using a single placement test, such as the College Board's ACCUPLACER. Colleges--or sometimes…
Descriptors: Community College Students, Student Placement, School Readiness, Placement Tests
David Follick – ProQuest LLC, 2021
This study evaluated the impact of a change to the math placement policy at a suburban New York Community College on entering students' math grades. Before the policy change, the community college required new students to take the College Board ACCUPLACER exam and used those scores to place students into math courses. Under the new policy,…
Descriptors: Algebra, Introductory Courses, Placement Tests, Suburban Schools
Barnett, Elisabeth A.; Kopko, Elizabeth; Cullinan, Dan; Belfield, Clive R. – Center for the Analysis of Postsecondary Readiness, 2020
Virtually all community colleges and more than 90 percent of public four-year colleges use the results of placement tests--either alone or in concert with other information--to determine whether students are ready for college-level coursework or need remedial help in math or English. Evidence suggests that placement tests do a poor job of…
Descriptors: Placement Tests, Grade Point Average, Student Placement, Community Colleges