<p> Recent studies suggest that using multiple measures can potentially reduce misplacement and improve student success in college (Bracco et al., 2014; Ngo, Kwon, Melguizo, Prather, & Bos, 2013; Scott-Clayton, 2012). Minimal research, however, describes the multiple-measures placement in community colleges, at the institutional level. An embedded mixed-method (quantitatively dominant) study was employed to investigate the relationship between student success and a multiple-measures placement process implemented at a Northeast community college. Four research questions guided the study:</p><p> 1. To what extent do students enroll in courses recommended by the placement process?</p><p> 2. To what extent and in what manner can variation in first term academic success be explained by high school GPA and ACCUPLACER® scores?</p><p> 3. Is there a relationship between students’ ACCUPLACER® scores and first term academic success?</p><p> 4. How do academic advisors describe their perceptions and expectations of the placement process on student academic success?</p><p> The sample included students (N=1,073) enrolled in Mathematics courses and students (<i>N</i>=1,537) enrolled in English courses from Fall 2014 to Spring 2016. Analyses of ex post facto data included: descriptive statistics to describe placement and enrollment patterns, correlation analysis to examine relationship between academic success and high school GPA and ACCUPLACER® scores, and ANOVA to compare academic success among student with different ACCUPLACER® scores. For the qualitative phase, semi-structured interviews were conducted with (<i>N</i>=4) academic advisors to explore their perceptions and expectations of the placement process on student academic success.</p><p> Quantitative findings revealed that: 1) a high percentage of students enrolled in courses recommended by the placement process; 2) high school GPA had the highest predictive power for academic success; and 3) ACCUPLACER® scores were predictive for academic success in courses with additional support. Qualitative results generated three themes regarding: 1) perceptions – the good, the bad, and the complicated; 2) expectations – encouraging and worrisome; and 3) needs – human and technological resources. Connected findings identified that resources were needed for continuous assessment and improvement of the placement process. Institutional administrators and policy makers leading multiple-measures efforts might utilize the study’s findings and recommendations to implement and improve their own placement processes. </p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10255925 |
| Date | 25 March 2017 |
| Creators | Qin, Laura D. |
| Publisher | Johnson & Wales University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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