Using Multiple Measures of Mathematics Readiness Improves Student Success at Middlesex Community College

Level
Institution
Process Stage
Planning
Implementing
Role
Institutional Leadership
Math Department
Advisors and Coordinators

In recent years, researchers and math faculty have questioned the use of standardized tests as a sole predictor of college readiness. Often, test scores underestimate student potential to succeed in college-level courses and disproportionately place students of color, low-income students, and returning adults into prerequisite developmental courses. A growing body of rigorous studies finds that giving students direct access to college-level courses with co-requisite support significantly increases the likelihood that students across a broad range of test scores will complete a college mathematics course. Research also demonstrates that using multiple measures of readiness, including high school GPA, increases student access and success in college-level courses. In light of these findings, Middlesex Community College implemented and scaled a placement policy using multiple measures of mathematics readiness with positive results that demonstrate its impact on improving student success in college-level mathematics courses.