Do Placement Scores Matter? Credential Completion Rates Among Students in Contextualized and Traditional Developmental Math

• In Event: Continuing Evolutions of Community College Developmental Education

Abstract

This paper examines the relationship between math placement scores and credential completion rates among community college students enrolling in contextualized or traditional developmental math courses. Results demonstrated that students performed equally well in contextualized courses regardless of placement scores; whereas in traditional courses, placement scores significantly and positively related to completions. Findings have implications for college access, developmental education placement practices, college student success, and educational equity.

Authors

• Patricia Ramos-Martinez, Kennedy-King College

• Diane R. Dean, Illinois State University