Placement Score Changes

A revised testing and placement policy includes mandatory assessment upon acceptance and mandatory placement.  Study PSSA scores to identify Math, English and Reading scores to take place of Math, English, and Reading placement tests for college level placements. Connecting and identifying the work of reviewing placement test scores and success rates with procedures for reviewing course pre-requisites to improve student placement.

Progress on yearly goals and outcomes related to intervention:

  • AY 2008-2009- Started intervention. Students with PSSA scores within exemption ranges performed comparable to the overall group.
  • AY 2008-2009- Implemented the connection between the work of reviewing placement test scores and success rates with procedure for reviewing course pre-requisites.
  • AY 2009- 2010- Accepted PSSA math score of 1400 to take place of a math placement test for college level math placement.
  • AY 2009-2010- Implemented a correlation study off PSSA scores with the College's placement scores from Accuplacer, which resulted in a strong correlation between PSSA and math placement scores.
  • AY 2010-2011- Changed to Accuplacer cut-off changes scores for English in the Fall and Reading in the Spring.
  • AY 2010-2011- The Write-Placer has replaced the human graded hand-scored placement test in March 2011, after a one-year pilot.
  • AY 2012-2013- Reading faculty propose the new placement cut score of 56 and below for REA 010, and the new placement cut score of 57-73 for REA 011.  Additional REA placement test exemptions include any AP subject area, except math and foreign languages, with an AP grade of 3 or better.
  • AY 2012-2013- Reviewed various diagnostic assessments for students at the 10th grade level and the College will use the Accuplacer Diagnostics and its companion, Accuplacer MyFoundations Lab.  Bases on the diagnostic's performance, the Accuplacer MyFoundations Lab generates a personalized learning path for each student.
  • AY 2013-2014- REA revised cut scores and AP, GPA, and writing intensive course exemptions were institutionalized.
  • AY 2013-2014 -  Accuplacer diagnostics was  piloted with the Gateway to College and Upward Bound studentstoidentify skill gaps in math, reading, and English, before students took the placement test. After the remediation, students took the placement test. Data will need to be collected to see the students' placement score after remediation.
  • AY 2013-2014 - Testing exemptions were increased to include: TOEFL scores, IELTS scores, high school GPA (reading only-continuing to work with math and English faculty), reduction from two AP classes to one, additional AP courses added to qualify for exemptions, and several certificates (Entrepreneurship, Homeland Security, Virtual Assistance, Culinary Arts). Additional exemptions were also developed for dual enrollment students which included teacher recommendations and GPA.
  • AY 2015-2016 –If an ESL student takes the ESL placement test and tests into the highlest level of ESL, that student is then directed to take the ENG placement test to see if he/she can place directly into ENG 101 and bypass the ESL sequence entirely.

Progress updates on objectives and strategies:

  • AY 2012-2013- Researching the use of high school transcripts for placement and considering to use transcripts as an additional placement tool for the students placing in the top tier of REA 010 and REA 011.
  • AY 2012-2013- Plan for the Culinary Institute's diagnostics is in progress, and the College will pilot the Culinary Institute's diagnostics to the Upward Bound students and students in the Montgomery County Department of Commerce Positive Directions program. 
  • AY 2013-2014 – Math and REA are further exploring the use of high school transcripts for placement.
  • AY 2013-2014-The initial steps have begun to develop a placement test exemption for the Keystone exam. Contact has been made with several school districts and the PA Department of Education to get assistance on developing the exemption.
  • AY 2013-2014-The use of diagnostics and My Foundations lab online remediation will be expanded to include the culinary arts students this summer.
  • AY 2013-2014 - T3-day Brush-Up workshops were piloted at both campuses for adult students (25+) who took the placement test and placed into at least one development course.  A total of 35 students participated (21 at Central and 14 at West).  Of the students who retook the placement test after completing, all had significant improvement in their test scores. The majority of those that retested were able to skip at least one developmental level course.
  • AY 2014-2015 – changes to scores continue to show excellent results; combining these initiatives with holistic placement mechansisms is continuing to decrease the number of students placing into developmental education classes.

  • AY 2015-2016 – Created and hired new position of Director of Testing and College Readiness to broaden the role of testing and to put students on an early path to success.

ID 15808

To contact this college about this intervention, take note of the ID above, ID #15808, and then fill out the intervention contact request form

Please note that for security purposes, contact information can only be provided to known contacts at active Achieving the Dream institutions.

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