Using State Assessments for Predicting Student Success in Dual‐Enrollment College Classes

Abstract

Scores on state standards‐based assessments are readily available and may be an appropriate alternative to traditional placement tests for assigning or accepting students into particular courses. Many community colleges do not require test scores for admissions purposes but do require some kind of placement scores for first‐year English and math courses. In this study, we examine the efficacy of using the reading and math portions of the Kansas State Assessment (KSA) for predicting the success of high school students taking College Algebra and College English I at a Kansas community college. Results showed that in this sample KSA scores predicted as well or better than more traditional placement tests and with no extra cost to the institution.

Predictors of Academic Achievement in Dual Credit Students

“…Kingston and Anderson (2013) found the Kansas State Assessment Reading scores were not as strong of a predictor of performance in college classes as the Math Kansas State Assessment. The findings from Kingston and Anderson (2013) differ from the findings of Kitsantas et al (2008), who found the SAT verbal was the strongest predictor of performance between the SAT math and SAT verbal assessments.…”

“…Similar studies in Washington, Connecticut, Arizona, and Massachusetts all found state assessments predicted performance in college courses as well as the SAT and ACT assessments (Cimetta et al, 2010; Nichols-Barrer et al, 2020). Kingston and Anderson (2013) found the Kansas State Assessment Reading scores were not as strong of a predictor of performance in college classes as the Math Kansas State Assessment. The findings from Kingston and Anderson (2013) differ from the findings of Kitsantas et al (2008), who found the SAT verbal was the strongest predictor of performance between the SAT math and SAT verbal assessments.…”

“…Cognitive factors are characteristics of a person that impact performance and learning and involve cognitive functions like attention, memory, and reasoning (Danili & Reid, 2006). Cognitive factors are most commonly measured using SAT, ACT, ACCUPLACERs, or standards-based state assessments (Kingston & Anderson, 2013). In a study examining the usefulness of state standards-based assessments to predict course performance in College English 1 and College Algebra 1, Kingston and Anderson (2013) found the Kansas State Assessments were able to predict performance just as well as the ACT.…”

“…Cognitive factors are most commonly measured using SAT, ACT, ACCUPLACERs, or standards-based state assessments (Kingston & Anderson, 2013). In a study examining the usefulness of state standards-based assessments to predict course performance in College English 1 and College Algebra 1, Kingston and Anderson (2013) found the Kansas State Assessments were able to predict performance just as well as the ACT. Similar studies in Washington, Connecticut, Arizona, and Massachusetts all found state assessments predicted performance in college courses as well as the SAT and ACT assessments (Cimetta et al, 2010; Nichols-Barrer et al, 2020).…”

“…Out of the previously mentioned studies, only Kingston and Anderson’s (2013) study was conducted on students participating in dual credit classes. The remaining studies were conducted with students who had graduated high school and were attending college.…”