In summer 2000, an extended-time project was initiated at Saint Louis Community College at Forest Park (SLCC-FP) to conduct a retrospective analysis of a sample of 482 entering students enrolled in entry-level writing courses at SLCC-FP during fall 1999. The purpose of the study was to examine the correspondence among students' academic success,…

This document discusses the accuracy of student placement procedures for math and English at the College of the Canyons. A survey was conducted to assess the degree to which students agreed with their placement into their first math or English course at the College of the Canyons. Students were also asked to indicate whether they felt that they…

This paper discusses cohorts of Rio Hondo College (California) fall term students who completed the English/English-as-a-Second-Language (ESL) assessment test under the ESL scoring rubric between fall 1996 and spring 2001, and considers the relationships of assessment testing, enrollment, and course success. Report highlights include: (1) the…

This document examines the possible impact of a proposed standardization of placement scores for college English throughout the Connecticut Community College system. The 12 Connecticut community colleges use Accuplacer for placement into college English. Each college, however, uses different placement cut-off scores, and has varying structures of…

Setting standards on educational tests is extremely challenging. The psychometric literature is replete with methods and guidelines for setting standards on educational tests; however, little attention has been paid to the process of setting standards on computerized adaptive tests (CATs). This lack of attention is unfortunate because CATs are…

The need for a mathematics placement test was acknowledged because a number of students registered in introductory algebra (Math 110) were struggling with problems involving only arithmetic operations. A placement test was selected with the intention to effectively detect students with arithmetic deficiencies and place them in a remedial…

This report responds to a request for information about the quality of the tests the City University of New York (CUNY) uses to decide who must take remedial courses and a profile of CUNY freshmen. Roughly 65% of CUNY bachelor's degree students and nearly 90% of associate degree students are required to take remedial courses in reading, writing,…

This document summarizes the key issues discussed at a "Listening Session" on the topic of alternative schools, held on December 8, 1998. The session was convened at the request of the Secretary of Education, Richard Riley, and included practitioners, researchers, administrators, policy makers, and teacher trainers from across the country who have…

This pamphlet outlines requirements for a free, appropriate, public education (FAPE) for students with disabilities under Section 540 of the Rehabilitation Act of 1973. Requirements include: (1) ensuring that all school age children who have disabilities are entitled to FAPE; (2) providing an appropriate education that includes educational…

2004 Session Laws, Chapter 111, requires the Wyoming Department of Education (WDE) to conduct a study on the court ordered placements of students (COPS) in Wyoming. The study is also directed to look at day treatment and juvenile detention centers as cost-efficient alternatives to placements in existing institutions. The Department of Family…

The tenth annual report on student assessment in the Oklahoma State System of Higher Education is presented as required by the State Regents' "Policy Statement on the Assessment of Students for Purposes of Instructional Improvement and State System Accountability." Each institution must evaluate students at four levels (graduate student assessment…

Results of this study indicate that programs of study which are homogeneous in terms of the abilities, interests, and college grades of their students can be identified, that these programs differ on at least two interpretable dimensions, and that grouping of curricula on these bases simultaneously groups them according to sex ratio. (Authors)

To identify factors associated with student placement in classes for the educable mentally retarded, comparisons on socioeconomic, behavioral, and achievement variables were made between a group of 17 regular class Ss with IQs less than 80, and three groups of special class Ss. (Author)