Monitoring the Disproportionate Impact of MDTP Tests on Special Populations.

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  • Additional Information
    • Peer Reviewed:
      N
    • Source:
      50
    • Subject Terms:
      Age Differences; Community Colleges; Mathematics Tests; Minority Groups; Remedial Mathematics; Scores; Student Characteristics; Student Placement; Test Bias; Test Validity; Two Year Colleges
    • Abstract:
      A study was conducted at College of the Canyons (COC) in Santa Clarita, California, to provide preliminary data in monitoring for disproportional impact of placement into basic skills courses for various demographic groups. The study was designed to ascertain whether different levels of basic skills courses differ significantly for students in particular age, gender, ethnic or disability groups based on an assessment instrument, method, or procedure. The tested population was composed of 4,760 first-time students taking one of the four Mathematics Diagnostic Testing Project (MDTP) tests in each of the six semesters (fall 1991, spring 1992, fall 1992, spring 1993, fall 1993, and spring 1994). To compare recommended placements by race/ethnicity, the majority group of white students was compared to a minority group. The 80% rule was used to form a ratio between the percentage of students in each group who would be placed according to the cut score. A figure of fewer than 80% of minority students placed indicates that the placement scheme should be reviewed for discriminatory practices or that a biased test is being employed. The study revealed that: (1) MDTP Algebra Readiness Test scores resulted in disproportionate placements of Latino, African American, Native American, and female students; (2) MDTP Elementary Algebra Test scores resulted in disproportionate placements of Latino, African American, and students age 30 to 49; (3) MDTP Intermediate Algebra Test scores resulted in disproportionate placements of Latino, African American, and Filipino students; (4) MDTP Precalculus Test scores resulted in disproportionate placements of Latino students; and (5) increases in cut scores being considered by the COC mathematics faculty would change but not eliminate the disproportionate placements. (KP)
    • Publication Date:
      1995
    • Accession Number:
      ED374858
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