View in EDS

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

Saved in:
Bibliographic Details
Title: High School Transcript Placement in Developmental Mathematics Courses: A Case Study at One College
Language: English
Authors: Counterman, Celisa (ORCID 0000-0002-0363-3028), Zientek, Linda R. (ORCID 0000-0001-9741-0257)
Source: European Journal of Science and Mathematics Education. 2023 11(1):1-14.
Availability: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1376816
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1376816
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1376816
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: High School Transcript Placement in Developmental Mathematics Courses: A Case Study at One College
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Counterman%2C+Celisa%22">Counterman, Celisa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0363-3028">0000-0002-0363-3028</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zientek%2C+Linda+R%2E%22">Zientek, Linda R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9741-0257">0000-0001-9741-0257</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2023 11(1):1-14.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Records%22">Academic Records</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Instruction%22">Remedial Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Time+to+Degree%22">Time to Degree</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Suburban+Schools%22">Suburban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2301-251X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1376816
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1376816
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 1
    Subjects:
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Academic Records
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: Remedial Instruction
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Time to Degree
        Type: general
      – SubjectFull: High Stakes Tests
        Type: general
      – SubjectFull: Mathematics Tests
        Type: general
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Suburban Schools
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
    Titles:
      – TitleFull: High School Transcript Placement in Developmental Mathematics Courses: A Case Study at One College
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Counterman, Celisa
      – PersonEntity:
          Name:
            NameFull: Zientek, Linda R.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 2301-251X
          Numbering:
            – Type: volume
              Value: 11
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: European Journal of Science and Mathematics Education
              Type: main
ResultId 1