Abstract

Two-year colleges provide access and opportunity for students with various academic backgrounds to pursue a post-secondary education. While two-year colleges take pride in admitting any student with a high school diploma or equivalent, in recent years colleges have been under scrutiny for low completion and graduation rates. Particular attention focuses on students who are required to enroll in non-credit developmental courses for academic preparation in math and English prior to college level courses. To respond to concerns, colleges are redesigning developmental courses to increase student success. Another area of focus is the process for determining, or assessing, a student’s preparedness for college level courses. Multiple measures are an alternative process to standardized testing. While standardized tests are easy to administer, research indicates that standardized tests under place students into developmental courses which extends the amount of time for a student to complete a credential. One approach of multiple measures is Guided Self-Placement. During COVID, standardized testing was limited which lead to an increase in the use of multiple measures and Guided Self-Placement. This study will compare students placed by guided self-placement to students placed by other measures. A t-test analysis includes disaggregating data of students of color and low-income students to understand if there is a difference in course success, persistence, and retention for students placed by guided self-placement.

Advisor

Jason Kaufman

Committee Member

Aaron Peterson

Committee Member

Anne Weyandt

Date of Degree

2024

Language

english

Document Type

Dissertation

Degree

Doctor of Education (EdD)

Program of Study

Educational Doctorate Degree

Department

Educational Leadership

College

Education

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Rights Statement

In Copyright