1. “Prep for the Test” Promoting Student Success through Proper Placement
Courtney Sloan
Tutoring & Writing center coordinator
Frederick Community college
Lawrence Hall Session #145
Friday, November 3, 2017: 3:15-4:15 pm.

2. Frederick Community College
~ 6000 credit students
Plus Dual Enrollment for all 18 county high schools ~3000
Open Campus
Around 67% first generation students
Around 73% on financial aid
Around 45% non-traditional students
TWC ~ 4600 sessions per year
January 2016 combined services into Learning Commons

3. Abstract
The “Prep for the Test” program builds bridges of success & trust before the student enters their first class through free resources that assist them in being placed more accurately in the correct starting class.
The gaps of misplacement
Affect both students and institutions
Create money and time-constraints
Reduce completion rates

4. Colleges spend over $4,000,000,000 on remediation programs.
The Cost in $$$
Colleges spend over $4,000,000,000 on remediation programs.
(Rodriguez, et al., 2015)

5. The Cost to Schools Each semester
70% of the one million new community college students are placed in remedial/developmental courses primarily based on placement scores
More than 20% are underplaced
Costs colleges $324/student/semester
That’s $45,360,000 per semester!
(Rodriguez, et al., 2015)

6. The Cost in Students
Misplacement often disproportionately hampers completion
Students that are severely misplaced (a class level or more)
1 in 4 math test-takers
1 in 3 English test-takers
Misplacement costs the student
Extra tuition
Extra semesters
Confidence
These lead to a higher rate of withdrawal costing both students and the college

7. Goals of Prep for the Test
Place students in the correct starting class to set them up for confidence and increased potential for completion.
Provide resources that reach students before placement tests to not only accomplish this, but to build trust and resource use before their first class.
Narrow the gap between institution, community, and student.

8. What students generally know
Take a test
If they are really informed, many will know:
Take a test on everything you know in English and Math
Can I fail?
Does it even matter?
Spend an hour, Save a Semester
Prep for the Test to do Your Best

9. TEST TIME

10. Answers
1. D
2. D
3. C
4. D
5. B
6. B

11. The Test ACCUPLACER, ASSET, COMPASS, CPT, ect.
Sentence Skills, Reading, & Math
Online predictive test
Changes for each student
Most have unlimited time
Some have written sections, some don’t
Test a wide variety of basic skills in these areas
Most students don’t even know all that

12. Study Plans- Review not Reteach
Combines test knowledge, practice tests, videos, website help, targeted face-to-face assistance, and simulators.
Free and online
Uses both CORE and various learning style techniques

13. Study Plan Steps Review study items/Checklist Take practice test
Use videos properly
See problem, pause, attempts, compare your and teacher’s logic
Visit study websites and face- to-face help on specific need subjects
Take test on a simulator

14. Silos to Bridges
Connects the silos of various campus departments together to help decrease the amount of students underplaced.
Learning Commons
Tutoring & Writing Center
STEM Learning Center
Testing-Center
Admissions
Counseling/Advising
Faculty
Public school system

15. Results from students who were deemed at risk and sent by advisor
ACCUPLACER
TEAS
Passed into credit Math= 47%
Passed into credit English= 65%
Sentence Skill Score= points
Math Score= points
Reading Score= +26 points
PASS increases= 75%
Passage rate= 94%

16. Bridges are essential Only works if we’re all together
Admissions should let them know of the program before they test the first time.
Testing-Centers should check if they’ve used the program or would like to before any attempt.
Counseling/Advising should let them know of the program if their first results are not what they hoped
Learning Centers should administer the program
County Schools and Faculty should let high schoolers know about test and program before they apply

17. Multiple Determinants
Collaborate even further with high schools
More than just ACCUPLACER
Classical choices
SAT, ACT, AP
Updated choices
Class options
Dual Enrollemnt
1st week writing samples
Removed writing sample except for LOEP
PASS and other intensive program options

18. References
Hughes, K. L., Scott-Clayton, J., & Columbia University, C. C. (2010). Assessing Developmental Assessment in Community Colleges: A Review of the Literature. (CCRC Working Paper No. 19). Columbia University: Community College Research Center. (ERIC Document Reproduction Service No. ED512260).
Karp, M. M., Bork, R. H., & Columbia University, C. C. (2012). "They Never Told Me What to Expect, so I Didn't Know What to Do": Defining and Clarifying the Role of a Community College Student. (CCRC Working Paper No. 47). Columbia University: Community College Research Center. (ERIC Document Reproduction Service No. ED535078).
Perin, D. (2004). Remediation beyond developmental education: The use of learning assistance centers to increase academic preparedness in community colleges. Community College Journal of Research & Practice, 28,

19. References (cont.)
Perin, D., & Columbia Univ., N. C. (2002). Summary of Themes and Issues Seminar Series. New Roles of Community Colleges [and] Academic Preparedness and Remediation in Community Colleges [and] Dual Enrollment in High Schools and Community College [and] Accountability and Learning Outcomes in Community Colleges. (CCRC Seminar Series ). Columbia University: Community College Research Center. (ERIC Document Reproduction Service No. ED475755).
Ramirez, S., & Siadat, M. V. (2008). Factors That Influence Students' Performance in Intermediate Algebra Classes at the College: A Longitudinal Research Study. Chicago: Daley College. (ERIC Document Reproduction Service No. ED557056).
Rodríguez, O., Bowden, B., Belfield, C., Scott-Clayton, J., & Columbia University, C. C. (2015). Calculating the Costs of Remedial Placement Testing. (CCRC Analytics). Columbia University: Community College Research Center. (ERIC Document Reproduction Service No. ED562055).
Tinto, V. (2012). Completing College Rethinking Institutional Action. Chicago: The University of Chicago Press.