Investigating the Impact of a Multiple Measures Placement Algorithm on Student Achievement in a Dual-Credit College Algebra Course: A Quantitative Study

Abstract

This quantitative study investigated the efficacy of a multiple measures placement algorithm designed to broaden access to a transferable college algebra course among dual-credit students at a large, suburban community college in the Midwest. Secondary data analysis of course placement and final course grades for a purposive sample of 2928 students was undertaken to determine if student achievement differed significantly by placement method. A one-way, independent groups analysis of variance (ANOVA) and non-parametric Kruskal-Wallis test were performed to evaluate for statistically significant differences in course grades among students in different placement groups. Results of both tests revealed that students who secured placement solely via ACCUPLACER test scores earned significantly lower grades than those who placed via ACT math scores and/or measures of high school achievement. Implications for broadscale revision of placement policies and the long-term impact on student outcomes were discussed.