Predicting Student Preparedness In Calculus

Five years ago Louisiana Tech University began using a web-based tutorial program, ALEKS, in an effort to provide more effective mathematics tutoring for its students. Results on performance indicate that, for students in Math 240 (our Calculus I), strong student use of ALEKS highly correlates with student retention and success. Moreover, data shows that approximately 1500 mathematics students (at the level of calculus and below) are using ALEKS each term. At present, students are placed into Calculus I based on their Math ACT score, although there are always students whose Math ACT scores and success in Calculus I do not correlate well. Students are permitted to take the ACT multiple times and use their highest score for placement. Because Louisiana implemented high-stakes standardized testing seven years ago in the public school system for 3 rd through 12 th grades, many students are now approaching the ACT with a substantial amount of long-term training and practice in taking standardized tests. Therefore, we wanted to investigate whether or not the Math ACT score is still a sufficiently accurate method of placement into Calculus I. This study looks at student performance on the initial ALEKS assessment to see if it might be a more accurate predictor of student success in Calculus I than the Math ACT or if it, together with the Math ACT, might be more reliable than the Math ACT data alone. In this preliminary report, we focus on whether or not the Math ACT accurately reflects student preparedness for calculus.