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The Effectiveness of Placement Exams and a Free Remedial Summer Program at a Midsized Selective Private University

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Date Issued:
2016
Abstract/Description:
In order to explore the effectiveness of MSSPU's remedial placement practices and the impacts of participation in the Free Remedial Summer Program on student outcomes, this ex post facto study examined performance in remedial courses, persistence to graduation, and time to graduation as it relates to mathematics and English composition placement level, high school grade point averages, entrance exam scores, and participation in the Free Remedial Summer Program. Five unique statistical tests were utilized to address fifteen hypothesis related to seven research questions. Several major findings were a result of this study. First, students who complete the mathematics placement exam and enroll outside of their recommended level, either above or below their placement level, perform better in both their first and second mathematics courses, on average, than those who enroll at the recommended level. The same was found for English composition. Second, students who place at a non-remedial level are more likely to persist to graduation, statistically. Third, neither high school grade point average nor entrance exam scores alone are strong indicators of time or persistence to graduation. However, fourth, the factors of high school grade point average, entrance exam score, and placement exam performance may be a better indicator of persistence to graduation when analyzed in a combined fashion. Finally, students who enroll in the Free Remedial Summer Program are less likely to persist to graduation than those who enroll in remedial coursework as part of their first term. These students also are more likely to fail their first and subsequent mathematics courses. This study concludes with a brief analysis of implications for practice, recommendations for further research, and a review of best practices.
Title: The Effectiveness of Placement Exams and a Free Remedial Summer Program at a Midsized Selective Private University.
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Name(s): Mullins, Kadie, Author
Murray, Kenneth, Committee Chair
Baldwin, Lee, Committee Member
Doherty, Walter, Committee Member
Lindsley, Boyd, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: In order to explore the effectiveness of MSSPU's remedial placement practices and the impacts of participation in the Free Remedial Summer Program on student outcomes, this ex post facto study examined performance in remedial courses, persistence to graduation, and time to graduation as it relates to mathematics and English composition placement level, high school grade point averages, entrance exam scores, and participation in the Free Remedial Summer Program. Five unique statistical tests were utilized to address fifteen hypothesis related to seven research questions. Several major findings were a result of this study. First, students who complete the mathematics placement exam and enroll outside of their recommended level, either above or below their placement level, perform better in both their first and second mathematics courses, on average, than those who enroll at the recommended level. The same was found for English composition. Second, students who place at a non-remedial level are more likely to persist to graduation, statistically. Third, neither high school grade point average nor entrance exam scores alone are strong indicators of time or persistence to graduation. However, fourth, the factors of high school grade point average, entrance exam score, and placement exam performance may be a better indicator of persistence to graduation when analyzed in a combined fashion. Finally, students who enroll in the Free Remedial Summer Program are less likely to persist to graduation than those who enroll in remedial coursework as part of their first term. These students also are more likely to fail their first and subsequent mathematics courses. This study concludes with a brief analysis of implications for practice, recommendations for further research, and a review of best practices.
Identifier: CFE0006150 (IID), ucf:51138 (fedora)
Note(s): 2016-05-01
Ed.D.
Education and Human Performance, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): university -- placement exams -- remedial -- developmental education -- persistence -- attrition
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006150
Restrictions on Access: public 2016-05-15
Host Institution: UCF

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