Mathematics placement tests in the community college: Possible interventions to reduce false -negative placements

This dissertation investigated the mathematics placement test required at a southwestern community college. The purpose of this study was to examine Bourdieu's concept of cultural capital as it applies to college enrollment and to the placement into mathematics courses.;Mixed methodology was used to investigate three intervention strategies to reduce the number of students who may be incorrectly placed into developmental mathematics courses: understanding the placement test selection process, impact of a test preparation workshop Math Study and Review (STAR) Camp, and the impact of relaxed cut-off scores. Surveys and interviews were conducted to understand the placement test experience and math history of students. A statistical analysis of placement test scores and subsequent math course grades for students who participated in Math STAR Camp were compared to non-participants. Finally, an investigation into the proportion of students who gained access to college-level mathematics as a result of relaxing the cutoff scores was determined. The success of students who gained access to a college-level mathematics course was analyzed by comparing the mean class grades before and after relaxing the cut-off scores.;The results of this investigation found that 85 percent of students were aware of the placement test requirement and 85 percent did not study for the test. A common theme in the student interviews was that students did not feel challenged in the mathematics course enrolled.;The investigation of Math STAR Camp found that a statistically significant difference in placement test scores was found for the Assessment of Skills for Successful Entry and Transfer (ASSET) Intermediate Algebra test but not for the Computerized Adaptive Placement Assessment and Support Systems (COMPASS) Algebra test. The mean class grades of students who participated in Math STAR Camp and enrolled in College Algebra were compared to nonparticipants and a statistically significant difference was not found.;An analysis of mean class grades was compared before and after relaxing the cut-off scores and a statistically significant difference was not found, thereby making it possible to conclude that students were as successful in the college level mathematics courses before and after relaxing the cutoff scores.