This dissertation examines the efficacy of a remedial education program on placement outcomes. Specifically, it asks whether exposure to a Preparing for ACCUPLACER Workshop in a large community college system impacts placement outcomes for students who have attended the workshop. While focused on a narrower pilot program, this question is answered within the broader theoretical context of the relevance of preparatory programs on performance on standardized tests, a locus that enjoys a long tradition of scholarship in education research. That is, do preparatory programs improve performance on standardized tests? Beyond this theoretical imperative, the research is also relevant to the question of educational access. Students who cannot score high enough on standardized tests but are placed in regular classes may encounter motivational problems, which may imperil perseverance and retention, and lead to school dropout. The dissertation explores the impact of test preparation by examining preparation in conjunction with other demographic and foundational factors known to impact performance, such as ethnicity, gender, grade point average (GPA), socioeconomic status (SES), age, and quality of school.
|Commitee:||Alozie, Ph.D., Nicholas, Dereshiwsky, Ph.D, Mary, Wiggall, Ed.D., Richard L.|
|School:||Northern Arizona University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 79/10(E), Dissertation Abstracts International|
|Keywords:||Accuplacer, Community, Performance, Placement, Remediation, Standardized, Testing|
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