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ERIC Number: ED426750
Record Type: Non-Journal
Publication Date: 1999
Pages: 246
Abstractor: N/A
Reference Count: N/A
Explaining Community College Outcomes by Analyzing Student Data and Instructor Effects.
Armstrong, William B.
This study examines the validity and usefulness of employing standardized placement tests and other indicators of academic ability to make education or training decisions about community college students. It also demonstrates how attempts to make optimal educational placement decisions through mandatory placement testing are confounded by measurement error in tests, differing characteristics of students, and the instability of the criterion variables of grade or retention. The investigation was conducted in four parts. Part one focused on descriptive data about the participant sample; part two examined the validity of standardized placement test scores in predicting student course outcomes; part three explored the relation of student demographic, dispositional, and situational variables to course outcomes; and part four examined the role of the instructor as a source of variance in explaining or predicting course outcomes. Chapters include a review of historical and sociological foundations of current debates over testing in the community college; a review of the literature; the study's methodology; findings; and conclusions and recommendations. In general, the study revealed that dispositional variables, such as high school grade point average, educational goal, and importance of college attendance to respondent, tended to account for greater variance in course outcomes of retention and final grade than did other biographical data, including placement test scores. Appended are placement test scores, significant variables, and a copy of the questionnaire. (Contains 52 tables and 166 references.) (EMH)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A