Implementation of Multiple Measures Placement

Effective Fall 2013, the College placement processes changed to reflect adoption of Multiple Measures for Placement (MMP), allowing the use of high school grade point average (GPA) and transcripts to determine placement into gateway English and Math courses.  This is designed to remove barriers to entry associated with placement testing, as well as to prevent placement of students who have demonstrated academic competence in high school into developmental education.  Based on initial results from Fall 2013, examination of data indicated that students’ successful completion of gateway Math courses did not differ significantly by placement method.  That is, those placed into the courses via Multiple Measures Placement experienced similar rates of completion with a grade of “C" or higher as their peers who were placed into the courses using an alternate placement process.  Additional data from Fall 2014 and Fall 2015 indicate that the rate of successful course completion, with a grade of “C” or higher, was 77% for students placed via MMP, and 74% for students placed via any other placement process.

In Fall 2016, approximately 38% of all new students were placed college-ready through MMP. Of those students, 79% enrolled in a gateway math and/or English course in their first semester at Davidson County Community College. Over 81% of the MMP students successfully completed at least one gateway course (English, math, or both). Comparatively, of the students who were not placed college-ready through MMP, only 60% successfully completed at least one gateway course (English, math, or both).  Those students also had low enrollment behavior for both the developmental English and math courses and the gateway English and math courses. Only 53% of the non-MMP students enrolled in any developmental or gateway English or math course.

ID 16786

To contact this college about this intervention, take note of the ID above, ID #16786, and then fill out the intervention contact request form

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