A Study of the Relationship between the ACT College Mathematics Readiness Standard and College Mathematics Achievement
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| Title: | A Study of the Relationship between the ACT College Mathematics Readiness Standard and College Mathematics Achievement |
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| Language: | English |
| Authors: | Harwell, Michael, Moreno, Mario, Post, Thomas |
| Source: | Journal of Psychoeducational Assessment. Jun 2016 34(3):269-281. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Entrance Examinations, Mathematics Tests, College Mathematics, College Readiness, Mathematics Achievement, College Students, Academic Standards, Statistical Analysis, Hierarchical Linear Modeling |
| Geographic Terms: | Minnesota |
| Assessment and Survey Identifiers: | ACT Assessment |
| DOI: | 10.1177/0734282915594069 |
| ISSN: | 0734-2829 |
| Abstract: | This study examined the relationship between the American College Testing (ACT) college mathematics readiness standard and college mathematics achievement using a sample of students who met or exceeded the minimum 3 years high school mathematics coursework recommended by ACT. According to ACT, a student who scores 22 or higher on the ACT mathematics test has a relatively high probability of earning a passing grade in his or her first college mathematics course. Data from 11,324 students who attended 1 of 27 four-year postsecondary institutions in the upper Midwest were used to study this relationship. Overall, there was evidence that meeting the mathematics readiness standard was related to college mathematics achievement for students who completed at least 3 years of high school mathematics. The results have important implications for school district staff advising college-intending students on mathematics course-taking, college admissions staff evaluating student readiness for college-level mathematics, and researchers studying college readiness. |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2016 |
| Accession Number: | EJ1099932 |
| Database: | ERIC |
| Abstract: | This study examined the relationship between the American College Testing (ACT) college mathematics readiness standard and college mathematics achievement using a sample of students who met or exceeded the minimum 3 years high school mathematics coursework recommended by ACT. According to ACT, a student who scores 22 or higher on the ACT mathematics test has a relatively high probability of earning a passing grade in his or her first college mathematics course. Data from 11,324 students who attended 1 of 27 four-year postsecondary institutions in the upper Midwest were used to study this relationship. Overall, there was evidence that meeting the mathematics readiness standard was related to college mathematics achievement for students who completed at least 3 years of high school mathematics. The results have important implications for school district staff advising college-intending students on mathematics course-taking, college admissions staff evaluating student readiness for college-level mathematics, and researchers studying college readiness. |
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| ISSN: | 0734-2829 |
| DOI: | 10.1177/0734282915594069 |
