Date

8-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Karla N. Swafford

Keywords

ACCUPLACER English Placement Test, College English Placement Tests, College Preparation, Regents English Examinations, Remediation, Signal Theory

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Methods | Higher Education | Other Education

Abstract

This multiple regression study examined the various signals that high school students typically receive from grades and assessments, indicating whether they are prepared for high school graduation and for the academic challenges of introductory college-level courses. This study used archival data collected from two community colleges in the State University of New York (SUNY) system that met the criteria for the study. High school grade point average (GPA) and New York State Comprehensive English Regents Examination scores were examined to see if they predict student placement into college-level English and eventual English 101 final course grades. College English placement was determined by the College Board’s ACCUPLACER English placement test score, a placement test required by many New York state community colleges. Archival data from the 2014-2015 freshman class were collected and examined using multiple regression analysis. The results indicated that both high school GPA and Regents English examination scores do predict college English placement and eventual English 101 final grades.

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