Comparing Placement Policies at a Four-Year Institution

Autor/inn/en	Frank, K.; Kolesnikov, A.; Wang, X.
Titel	Comparing Placement Policies at a Four-Year Institution
Quelle	In: PRIMUS, 32 (2022) 10, S.1076-1091 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frank, K.) ORCID (Kolesnikov, A.) ORCID (Wang, X.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2021.1983903
Schlagwörter	Student Placement; Courses; School Policy; Program Effectiveness; Graduation Rate; School Holding Power; Academic Persistence; College Mathematics; College Freshmen; College Entrance Examinations; Gender Differences; Racial Differences; Ethnicity; Grade Point Average; Maryland; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Schülerpraktikum; Kursangebot; Schulpolitik; Studienanfänger; Aufnahmeprüfung; Geschlechterkonflikt; Rassenunterschied; Ethnizität
Abstract	Placement policies are intended to match students with appropriate courses in order to improve student success, but how do you evaluate these policies? In this article, we evaluate four placement policies at Towson University by considering three categories of outcomes: long-term outcomes such as graduation and retention rates, short-term or discipline-specific outcomes including pass rates in one's first mathematics course, and access-related outcomes including the proportion of students enrolling in college-level mathematics courses. We illustrate why these outcomes are not informative for evaluating placement policies and discuss the need for a new measure to evaluate placement policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01