Placement test scores and demographics predicting grades in basic math and introductory algebra at an urban/suburban community college

In this dissertation, the research sought to find predictors of grades in Basic Math and Introductory Algebra for students who enrolled in Basic Math their first semester at an urban, suburban, multi-campus metropolitan community college (USMMCC) between Fall 2000 and Fall 2005. Data provided by the college's department of institutional research included ethnicity, gender, financial aid status, placement score testing and grades of students in Basic Math (taken their first semester at USMMCC) and grades in Introductory Algebra for those students who enrolled in Introductory Algebra in a subsequent semester after completing Basic Math.; Multinomial and logistic regressions along with crosstabs were conducted to determine what factors were predictive of grade in Basic Math then in Introductory Algebra. Results showed that of the predictors considered, the reading placement score followed by gender then ethnicity then the numerical skills placement scores were the predictors of basic mathematics grade. All predictors combined, however, accounted for only about 7% of the variation in grades of basic mathematics students.; In the second part of the study, the researcher considered reading and numerical skills placement scores, ethnicity, gender, financial aid status and grade in Basic Math as potential predictors of grade in Introductory Algebra. The only predictor of introductory algebra grade was the student's grade in Basic Math, which accounted for about 19% of the variation of grades in Introductory Algebra.