| dc.description.abstract |
Community colleges attract students at varying levels of ability. Colleges use tests to place students in courses to increase the likelihood of success. Placement tests have become controversial because it is unclear if they increase the likelihood of a student being successful or have a negative effect on success and retention. Retention and success are important considerations at a time when colleges are being asked to increase the number of graduates with credentials, certificates, and degrees. In this research study, whether or not a relationship existed between the method of placement and student success in College Algebra (MAT105) and English Composition I (COL101) at Allen Community College was examined. Success was defined as earning grades of A, B, C, or P. The effect of age, gender, and the method of course delivery on success was also explored. Age was defined as traditional or non-traditional. Non-traditional students were age 24 and older. Data from Spring 2003 through Summer 2013 was utilized in this study. The results of this study suggested that a relationship existed between the method of placement and success for both math and composition. Students who were placed using the ACT and ASSET tended to be successful. Online and concurrent students were the exceptions because students placed for these modes of delivery using the ASSET tended to be unsuccessful. Students who were placed using the COMPASS, the prerequisite course, or a waiver tended to be unsuccessful. Online and concurrent math students were the exceptions and students placed for these modes of delivery using the COMPASS tended to be successful. Age and method of course delivery affected the relationship while gender generally did not. No relationship existed between the method of course placement and success for non-traditional students. |
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