College algebra placement test with dual enrollment eligibility cut-off¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

A college algebra placement test served as the gatekeeper instrument in the studied Florida dual enrollment system: high school seniors took the test, and a printed cut-off score defined eligibility for the rigorous dual enrollment college algebra class. The study compared students who passed "with a score very near the cut-off for eligibility," making the test's threshold central to both participation and the research design.

Design Implications¶

Context¶

Requirements¶

• A cut-off score must be set to determine which passing students are eligible for the dual enrollment class

Constraints¶

• Findings apply to students scoring very near the cut-off, not across the full score distribution

Target Learners¶

• high school seniors

Target Learning Goals¶

• college readiness determination
• access to dual enrollment coursework

Claims¶

• Passing the college algebra placement test near the cut-off and enrolling in dual enrollment college algebra was associated with a 16 percent higher likelihood of going to college [+W]
• Dual enrollment college algebra near the cut-off was associated with a 23 percent higher likelihood of earning a college degree [+W]

Related Elements¶

Examples¶

• Enroll college-ready high school students in rigorous dual enrollment college algebra classes to support college entry and completion
• Use multiple measures, not single test cut scores, to determine eligibility for dual credit courses

Key Sources¶

• Cecilia Speroni. (2011). High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? National Center for Postsecondary Research. https://www.mathematica.org/publications/high-school-dual-enrollment-programs-are-we-fast-tracking-students-too-fast