AMATYC recommends that all two-year colleges develop procedures
for the initial placement of two-year college students into
the mathematics curriculum. The placement process should
determine the highest level of mathematics appropriate to
students’ educational goals at which they have the
prerequisite knowledge to be successful. The criteria used
to determine mathematics placement should be based on the
goals of the mathematics program. Crossroads in Mathematics:
Standards for Introductory College Mathematics Before Calculus
states that placement tests should provide a measure of
students’ abilities not only to show mastery of algorithmic
skills but also to think critically and solve problems (AMATYC,
1995).
A college placement team, led by faculty from the mathematics
department, should develop policies and procedures to be
used for the placement of all two-year college students
entering the mathematics curriculum. These procedures should
be applied equitably to all students and use an analysis
of multiple measures, which may include:
- High school and college records
- Scores on college entrance examinations
- Scores on placement tests
In addition, student success can be impacted by less quantifiable
factors such as motivation; family and work obligations;
special student needs; and educational, career, and personal
goals. These may also be factors to consider. In all cases,
the placement team should make the final decision regarding
placement based on an analysis of multiple measures.
All those involved in the testing, advising, and placement
of students into the mathematics curriculum should be well
versed in the elements of the program. Appropriate staff,
facilities, and equipment are essential to the success of
the program. It is the responsibility of the college to
advise students on policies, procedures, and implications
of the placement program prior to enrollment. Opportunities
to prepare for the placement test should be provided by
the college, and information regarding these opportunities
should be disseminated to all students prior to placement
testing.
Evaluation of the placement process should be ongoing.
Colleges should validate their placement tests and procedures
used for initial placement into the mathematics curriculum.
Colleges must continually assess placement procedures as
content, pedagogy, and technological changes occur which
affect the community college mathematics curriculum. Placement
procedures must not be used to restrict access to a college
education, but rather to ensure that all students who enroll
in a mathematics course have the opportunity to achieve
success.
