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MCAS and Accuplacer

MCAS and Accuplacer. Lois Martin Professor of Mathematics Massasoit Community College June 18, 2008. Why this Project?. Richard Bisk study, Worcester State Math Alignment Task Force. Accuplacer scores by MCAS scores. 100%. 90%. 80%. 70%. 60%. Accuplacer 0.

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MCAS and Accuplacer

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  1. MCAS and Accuplacer Lois Martin Professor of Mathematics Massasoit Community College June 18, 2008

  2. Why this Project? • Richard Bisk study, Worcester State • Math Alignment Task Force

  3. Accuplacer scores by MCAS scores 100% 90% 80% 70% 60% Accuplacer 0 Percentage Accuplacer score (failing=0, marginally passing = 1, passing =2) 50% Accuplacer 1 Accuplacer 2 40% 30% 20% 10% 0% >=260 200 - 208 210 - 218 220 - 228 230 - 238 240 - 248 250 - 258 Worcester Study

  4. Math Alignment Task Force MATHEMATICS ALIGNMENT TASK FORCE through support of the University of Massachusetts President’s Office July 2001 • Task Force recommends that the Board of Higher Education not make a policy decision to accept achievement at specified MCAS performance levels for placement of students into college mathematics courses. 

  5. Task Force Observations • Since MCAS is a 10th grade test, it might be two years or more before a student takes a college mathematics course after he/she passes the test. If no additional mathematics is taken, retention of the core knowledge and skills might change significantly during this period such that placement is no longer accurate. • Passing MCAS in 10th grade might encourage some students not to take a mathematics course during their final years of high school. Every effort must be made to ensure that students build on their mathematical abilities and not lose mathematical competency prior to entering higher education.

  6. The Project Begins • How to get the MCAS Scores • Bisk Model • Idea from Leanna Russell

  7. The Population • Students who took the Accuplacer Mathematics test at Massasoit Community College during summer 2007

  8. The Population and The Sample • Original list: 2407 • Minus duplicates: 2135 • Minus foreign schools: 2060 • Minus no school listed: 2009 • Minus GED: 1875 • Minus privates and small: 1122

  9. Getting the Releases • Spent much of fall semester tracking down students • Thanks to Math department for assistance

  10. Deciding on the Sample • Abington • Blue Hills Regional • Bridgewater-Raynham • Braintree • Brockton • Canton • East Bridgewater • Middleborough • Randolph • Rockland • Southeastern Regional • Silver Lake Regional • South Shore Voc • Stoughton • Weymouth • Whitman-Hanson

  11. Sample Size • n=533 • This is NOT a random sample!

  12. Contacting the Schools • Letter to Superintendents • Follow-up phone calls • Different experiences • Renewal of acquaintances

  13. Score to Score Correlations • Placement via Arithmetic Test r=.538 • Placement via Elementary Algebra Test r=.514

  14. MCAS to Accuplacer

  15. Accuplacer to MCAS

  16. What Does It Mean? • Do the results confirm the Bisk conclusions? • Why do students who pass MCAS place into developmental courses?

  17. What are the Implications? • Should Accuplacer be given in the high schools? • Should schools require math in the senior year? • Should the colleges change their placement test?

  18. DHE School to College Report • Among students who passed the 10th grade Mathematics MCAS test at the needs improvement level, 50 percent enrolled in developmental math, as opposed to 20 percent of students who passed at the proficient level and 4 percent at the advanced level.

  19. This Sample

  20. More from the Report • Students who scored needs improvement on the 10thgrade mathematics or English language arts (ELA) MCAS test were more likely to enroll in a developmental course than students who scored proficient or advanced.

  21. This Sample

  22. Can We Draw Any Conclusions? • The sample was not random, so any conclusions are for the sample only. • There are clear patterns. • Too many students who pass MCAS place into developmental mathematics courses.

  23. Thank You • To the many colleagues who helped me with this project • To the Superintendents who provided the necessary data • To Eileen Lee and Shelley Tinkham who gave me the opportunity to share this information today.

  24. Contact Me Lois Martin Professor of Mathematics Massasoit Community College Lmartin@massasoit.mass.edu

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