Determining combinations of college readiness indicators best suited for course placement at Gateway Technical College
Flynn, Gary B.
University of Wisconsin-Stout
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This study sought to determine which combination of college readiness indicators might best inform the implementation of multiple measures course placement of incoming students for math and English at Gateway Technical College. Among the college readiness indicators examined were student high school GPA, ACT scores, ACCUPLACER scores, and COMPASS scores. Using a quantitative ex post facto research design with a random sample of student records, the author examined the combination of variables using multiple regression analysis in order to determine which college readiness indicators translate to future student success in college-level English and math courses. The results from this study showed that high school GPA is statistically significant and has a positive linear relationship with entry-level college English and math grades. The results of this study also suggest that high school GPA combined with additional measures will show a stronger correlation to future college-level English and math course performance. It was recommended that further research be conducted at the college with larger participant population and access to additional participant record information.
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