| Abstract |
Community colleges often employ measures to determine student course placement. Though much research has examined the predictive validity of placement measures such as ACT or high-school GPA, little research examines the effects of students’ traditional and non-traditional status. Using data from a rural state community college, we examined the predictability of high-school GPA and ACT scores on college GPA and passing math and English courses. The results confirm previous research that finds high-school GPA to predict better than other placement measures. The results from the analyses of traditional and non-traditional students add to the placement literature by suggesting that the number of years between high-school graduation and community college attendance also affects overall success. This signifies that the number of years since a student graduated high school should be factored into placement decisions. |
| Authors |
Mark A. Perkins   , Jonathan W. Carrier , Judith Schaffer
|
| Journal Info |
Taylor & Francis | Community College Journal of Research and Practice , pages: 1 - 5
|
| Publication Date |
5/25/2023 |
| ISSN |
1066-8926 |
Type |
article |
| Open Access |
closed
|
| DOI |
https://doi.org/10.1080/10668926.2023.2216659 |
| Keywords |
Academic Performance (Score: 0.58174) , Student Perceptions (Score: 0.546632) , Academic Achievement (Score: 0.521559) , Student Transition (Score: 0.515777) , Student Engagement (Score: 0.515079)
|
