Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographic references (p.79-88).

The purpose of this study was to examine the effectiveness of ACT WorkKeys assessments as an indicator of student success within the community college. The number of companies that are utilizing ACT WorkKeys as an indicator to determine work readiness has increased. As community colleges are challenged with training the current workforce for jobs that are in demand, skills gaps that exist have caused challenges that have created difficulties meeting these demands. Due to the responsibilities of the community college to train the workforce explored in this study will be the outcome of ACT WorkKeys as a mechanism that could assist with bridging the current skills gap. The research was conducted using ACT WorkKeys assessments in the areas of Applied Mathematics, Locating Information, and Reading for Information. The combination of level scores on these assessments yields a National Career Readiness Level certification. Degree-seeking community college career technical students were administer these ACT WorkKeys assessments during the spring 2009 – fall 2012 semesters to determine if their National Career Readiness Level of attainment was an iii indicator of their success in avoiding remediation classes, completing their program of study, and obtaining employment. A quantitative research design utilizing Pearson’s Chi Square was used to determine if differences existed. Data included WorkKeys scores, college English and math course placement, program of study completion, and job placement. Findings revealed that significant differences existed with the National Career Readiness Level attainment, as derived from the level attainment results of Applied Mathematics, Locating Information, and Reading for Information assessments, and student placement in college level English and reading courses. Other findings indicated differences were not existent between National Career Readiness Level attainment and program of study completion nor job placement. Recommendations include conducting further research within other community colleges observing other variables that could affect course placement, program of study completion, and job placement.

WorkKeys assessments are gaining in popularity for use within public secondary and postsecondary institutions as well as business and industry. WorkKeys assessments utilize nine different assessments in nine different subject areas to determine if a person is prepared for the workplace and/or workforce training programs. The research study presented here examined the use of WorkKeys as a measure of success for community and technical college students. The purpose of the research study was to examine WorkKeys assessment score level scores and determine if relationships existed between WorkKeys scores and grades and WorkKeys scores and cumulative grade point averages. The researcher used a quantitative research design and utilized correlational statistics to determine if relationships existed. Data include WorkKeys scores, course grades, and cumulative grade point averages from the years of 2005 through 2008. Data were retrieved from an existing database and analyzed during spring 2009. Data from 7 different colleges were analyzed. General findings showed there were weak correlations between WorkKeys assessment scores and grades of C or better in college level reading and mathematics courses. Findings also indicated weak correlations between WorkKeys assessment scores in reading for information and applied mathematics and cumulative grade point averages. Recommendations include further quantitative research within other state community and technical colleges. Controlled studies by ACT, Inc., and/or others are also suggested whereby other variables that could affect test scores or class grades are evaluated.

The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none). Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).

Concern about college and career readiness has been expressed in both the business and education arenas. Employers are calling for entry-level employees with basic academic skills and educators are being held accountable for student achievement in academic areas similar to those required by employers. In this environment, WorkKeys has emerged as a set of assessments that could respond to the needs of both employers and educators and serve as an indicator to test takers of their readiness for further education or a career. In Alaska, state policymakers selected WorkKeys for use with high school juniors in an effort to measure both college and career readiness, and statewide testing was implemented in the fall of 2010. While past studies involving WorkKeys have focused on assessment results related to workforce development, academic indicators, or demographic variables, the purpose of this study was to describe the college and career readiness perceptions of high school juniors related to the WorkKeys Reading for Information, Locating Information, and Applied Mathematics assessments. A survey administered to 178 urban high school juniors at the time they received their WorkKeys results gathered student perceptions of the WorkKeys assessments in general as well as perceptions of college and career readiness. The key findings of this study were that student perceptions of college and career readiness were much higher than the results of the assessments indicated, and students found value in using WorkKeys results for college and career planning. This suggested the assessment results would be useful in career development interventions with students. This was the first year of mandatory WorkKeys assessments in the state and further study is recommended to gather rural student perceptions, further explore factors that students believe make the assessments useful, and determine the influence of the assessments and related interventions on academic self-efficacy. / Graduation date: 2012