A study of the effectiveness of placement decisions for college algebra at Middle Tennessee State University

The purpose of this study was twofold: to determine if the use of ACT mathematics scores is an appropriate method for placing incoming college students into college algebra and to assess the effectiveness of intermediate algebra as a preparatory course for college algebra. Stepwise regression was used to establish prediction equations for final grades in college algebra. The correlations and regressions indicated that high school GPA along with ACT mathematics scores combined were better predictors of success in college algebra than ACT mathematics scores alone. For students requiring remediation, final grades in intermediate algebra and high school GPA were predictors of success in college algebra. An unpaired t-test indicated there were significant differences in the final grades in college algebra between developmental and nondevelopmental mathematics students. Students earning higher grades in intermediate algebra also did well in college algebra.