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Do High-Stakes Placement Exams Predict College Success?

By Judith Scott-Clayton
Community colleges are typically assumed to be nonselective, open-access institutions. Yet access to college-level courses at such institutions is far from guaranteed: The vast majority of two-year institutions administer high-stakes exams to entering students that determine their placement into either college-level or remedial education. Despite the stakes involved, there has been little research investigating whether such exams are valid for their intended purpose. This paper analyzes the predictive validity of one of the most commonly used assessments using data on over 42,000 first-time entrants in a large, urban community college system. The author finds that placement exams are more predictive of success in math than in English and more predictive of who is likely to do well in college-level coursework than who is likely to fail. Using multiple measures to make placement decisions could reduce severe misplacements by about 15% without changing the remediation rate, or it could reduce the remediation rate by 8 to 12 percentage points while maintaining or increasing success rates in college-level courses.
Download CCRC Working Paper No. 41
February 2012
View press release
February 2012
  • Assessment Measures in College Systems

Related Publications

September 2018

Multiple Measures Placement Using Data Analytics: An Implementation and Early Impacts Report

July 2015

Improving the Accuracy of Remedial Placement

September 2014

Improving the Targeting of Treatment: Evidence From College Remediation

Additional Resources

For more policy briefs and fact sheets, visit CCRC’s Policy Resources page.

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