High School Transcript Placement in Developmental Mathematics Courses: A Case Study at One College

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  • Author(s): Counterman, Celisa (ORCID Counterman, Celisa (ORCID 0000-0002-0363-3028); Zientek, Linda R. (ORCID Zientek, Linda R. (ORCID 0000-0001-9741-0257)
  • Language:
    English
  • Source:
    European Journal of Science and Mathematics Education. 2023 11(1):1-14.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: [email protected]; Web site: http://www.scimath.net
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      High Schools
      Secondary Education
      Higher Education
      Postsecondary Education
      Two Year Colleges
    • Subject Terms:
      High Schools; Academic Records; Mathematics Education; Grades (Scholastic); Student Placement; Remedial Instruction; Mathematics Achievement; Time to Degree; High Stakes Tests; Mathematics Tests; Community Colleges; Suburban Schools; Longitudinal Studies; Algebra; Equal Education; Educational Policy; Case Studies; Academic Persistence; Course Descriptions
    • ISSN:
      2301-251X
    • Abstract:
      Historically, college students who require remediation in mathematics have been placed into developmental mathematics courses. Accurate placement is important for student success; inaccurate placement in a low-level course could lengthen a students' time to degree completion. Placement policies have tended to focus on a high-stakes placement test, but more holistic approaches have been recommended. This study investigated success outcomes for students placed with a holistic approach of evaluating high school transcripts. Students who were placed into one of three developmental mathematics by their high school transcript at a suburban community college in North-eastern United States were selected for this study. A nonexperimental, retrospective research study was conducted. Archival data of students who took a developmental mathematics course from fall 2015 through spring 2019 and had a high school transcript on file were chosen for this study. Findings from chi-square analyses indicated that high school transcripts that consider mathematics course grades are a viable placement option for developmental math courses, particularly the two lower-levels. However, lower than desired success rates suggest that placement is only the first step to increasing student achievement. A lack of high school transcripts suggests some students would prefer to take a placement test, particularly for students in the upper-level course on a college algebra path. A challenge for community college advisors will be creating an equitable placement policy for students who do not have a recent high school transcript.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1376816