ERIC Number: ED428817
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Effect of High School Course-taking and Grades on Passing a College Placement Test.
Roth, Jeffrey; Crans, Gerald S.; Carter, Randy L.; Ariet, Mario; Resnick, Michael B.
This study examined the effects of high school course choices, grades, and Grade Ten Assessment Test scores (GTAT) in math and reading, along with race and gender, on student performance on a computerized placement test (CPT) administered upon entry to community colleges in Florida. The sample consisted of 19,736 African-American, white, and Hispanic high school graduates, who graduated in the spring of 1994, and took the CPT in the fall. A High School Performance (HSP) variable for math and English was constructed from the number of English and math courses taken, the difficulty level of the courses, and the grades achieved. Student scores on the three subsets of the CPT, in math, reading, and writing, composed the outcome variables. Results include the following: (1) Math HSP had a larger positive effect on passing the Math CPT than did high school GPA or scores on the GTAT; (2) GTAT scores had the largest effect on the Reading and Writing CPT scores, and the magnitude of English HSP and GPA was about equal; (3) Blacks, Hispanics, and women had significantly lower odds of passing the Math and Reading CPT than Whites and males; and (4) Whites and women demonstrated higher passing rates on the Reading CPT. Appended are HSP scenario examples and two graphs illustrating Math CPT scores for entering community college students. (Contains 13 references, 7 tables and 3 figures.) (CAK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Florida