Outcomes of Mathematics Placement: An Analysis of Advising and Enrollment Data

Abstract

The mathematics placement process at the University of Northern Colorado includes brief faculty-student interviews, during which faculty members suggest mathematics courses for students in their first year at the university. Data from a sample of 1466 students admitted in the fall of 2007 were analyzed to assess the effectiveness of the placement interview. Logistic regression was used to model student success in the first university mathematics course as a function of variables available from university records or self-reported by students. The analysis indicated that, among the available variables, by far the most important factor in modeling success was high school grade point average. Whether or not a student followed the recommendation advice, and a student's most recent (usually high school) mathematics course and grade were also useful variables for modeling success.

Placement Model for First-Time Freshmen in Calculus I (Math 131): University of Northern Colorado

“…The Fitchett et al (2011) study concluded the process was successful (80%) when the students took the recommended course with two exceptions. When the students took MATH 131 or MATH 127, the success rate was much lower even if those courses were recommended.…”

“…The School of Mathematical Sciences had a process that included trained instructors or graduate students who met with all first-time freshmen during summer orientation sessions (See Fitchett, King, & Champion, 2011). The purpose of these meetings was to provide advice regarding the proper mathematics course each freshman should take.…”

Addressing Math Readiness for Engineering and Other STEM Programs

“…The second step in the proposed solution, in conjunction with the creation of the MAT 1125 Integrated Precalculus I course, was a new placement grid that incorporated both ACT/SAT math scores and the high school GPA for placement into the first semester mathematics course. It has been noted in several studies that placement exams or simply using one measure of assessment is not proficient at placing students successfully within mathematics courses [3], [4]. This possibly incorrect placement has the potential of causing a negative impact if not caught early enough in the program, also then serving as a factor in declining retention and/or graduation rates.…”

“…This possibly incorrect placement has the potential of causing a negative impact if not caught early enough in the program, also then serving as a factor in declining retention and/or graduation rates. Research on what to use for correct placement has indicated that a combination of level of high school mathematics courses taken, overall high school GPA, ACT/SAT math score, and number of mathematics courses taken during high school shows a stronger correlation between success in the first university mathematics course than only using a mathematics placement exam [4]. In response to needing some form of placement, studies suggest using multiple measures, most widely that of the high school GPA and prior mathematics background in conjunction with assessment scores [5].…”

“…Beginning with 2017 Summer Advising for the Fall 2017 semester, the Engineering Program began to use the new placement matrix for those students declaring engineering as their incoming major. In addition to the placement matrix, high school mathematics courses taken and the respective final grades in those courses were considered for all incoming engineering students no matter their ACT/SAT math scores following previous studies that indicate this method helps increase success in the first mathematics course [4], [5]. One final metric was implemented when students were still borderline for placement into MAT 1125 or MAT 1130the engineering advisor reached out to the individual student to explain the differences in the courses and gage his/her comfort level with mathematics.…”