Background: ACT Surveys Colleges and Universities

Each year ACT collects information from colleges and universities on a variety of topics, including data on how students are placed in typical entry level courses. In 2006, more than 3,400 institutions responded to this Institutional Data Questionnaire (IDQ). The IDQ file was used to identify and select a sample of institutions for determining more complete information regarding course placement procedures. During the summer of 2006, course placement information was obtained from a sample of 1084 postsecondary institutions in 47 states. Data were obtained from significant numbers of both two-year and four-year institutions in most states. States not represented in the survey are Vermont, New Hampshire, Washington DC, and Maine.

Wide Variety of Colleges and Universities Surveyed

The institutions included in the survey represented all types. All but three of the responding institutions were classified by type of institution. Placement data was obtained from both two-year and four-year institutions in nearly all states. Two-year institutions comprised 46% of the sample (N = 499). Fourteen percent (N = 153) of the institutions awarded the BA as the highest degree, 22% (N = 237) awarded the MA/MS as the highest degree, 15% (N = 166) awarded a doctorate degree, and 2% (N = 26) were technical colleges or nursing schools. The Carnegie Foundation website lists the number of two-year institutions in the USA as 1,766 (44%), and the number of four-year institutions as 2,282 (56%). The sample for this study included 525 two-year institutions (49%), and the number of four-year institutions in the sample was 556 (51%). A variety of institutions was represented in the survey, and they represent the proportions available in the USA very closely.

Both public and private institutions were also well represented in the sample. These results show that 73% (N = 793) were public institutions, and 27% (N = 288) were private institutions. Institutional type, institutional control, and geographic location are well represented in the survey.

In addition, the sample institutions were selected to represent the type found in each of the four ACT Service Regions. Thirty-two percent of the institutions are located in the East Region, 28% in the Midwest Region, 17% in the Southwest Region, and 24% in the West Region.

Use of ACT Scores

In the ACT states (e.g., states where more than 50% of the high school graduates take the ACT), 71% of the institutions make use of the ACT English score for making placement decisions/recommendations. A large percentage of two-year institutions use the ACT English score to determine if a prospective entering freshman needs additional local placement testing. In our sample, the most popular placement test used at the local level is COMPASS. Some institutions use both COMPASS and/or ASSET to make more refined placement decisions.

Similarly, in the ACT states, 72% of the institutions in the sample use the ACT mathematics score to either make a placement decision or to use the score for screening purposes for additional local campus testing. In four-year institutions, the local mathematics placement test tends to be a test developed by staff. In two-year institutions, the local mathematics placement test used tends to be either COMPASS or ASSET. While not as popular among our sample of colleges, in some cases, the ACT mathematics score is used to screen for the need for local campus placement testing, but the local campus test is ACCUPLACER.

Use of ACT English and Mathematics Scores Widespread

ACT Reading and Science scores are not as widely used for placement as are English and mathematics scores. Studies show 36% of the institutions from the ACT states use the Reading score to assist in course placement, and the Reading score is used more often in two-year colleges rather than four-year colleges to identify students who need developmental reading support. The Science scores are not used much for placement. Across all states, two-thirds of the institutions in the sample use the ACT English score to either make or assist in making placement decisions for English Composition. Similarly, across all states, 67% of the institutions in the sample use the ACT mathematics score to either make or assist in making placement decisions in mathematics. Less than a third of the institutions across all states in the sample use the ACT Reading score to make or help make a placement decision.

Based on the survey results and the representative nature of the sample, it is evident that about two-thirds of the postsecondary institutions across all states make use of ACT English and mathematics scores as part of their course placement procedures. Colleges and universities do not tend to use ACT scores to award course credit. Institutions that award credit based on test scores typically use AP or CLEP scores to make such decisions.

In many four-year institutions, cut scores have been determined to identify in which particular English/mathematics course a student should enroll to have a high likelihood of being successful. In some four-year institutions, the ACT scores are used as screens to determine whether incoming students need additional local placement testing.

Nearly all two-year colleges practice open-enrollment, and do not utilize college entrance test scores to help with the admissions process. However, institutions do make use of the ACT scores to determine whether an incoming student might be excused from local placement tests or to make placement decisions based on the ACT scores.

Use by Institution: Examples of Use of ACT Scores for Course Placement

Two-Year Colleges

Danville Area Community College (ACT code 1010) uses ACT English, mathematics, and reading scores for making placement decisions. As shown on the spreadsheet, prospective students with English scores in the 11-13 range are assigned to Developmental English, students with scores in the 14-15 range, 16-23 range, and 24 or higher range are assigned to different English Composition courses. Similarly for mathematics, nine different score ranges are associated with assignment of students to different types of entry level mathematics courses. And, students with a reading score below 14 are assigned to a developmental reading course.

Marshalltown Community College (ACT code 1332) uses ACT or COMPASS scores to place students. If a student elects to send his/her ACT scores to the campus, the results are used to make four different placement/credit decisions in English. Six different score ranges are used for making placement decisions from the ACT mathematics score. If the prospective student does not have ACT scores sent to Marshalltown, the prospective student must take COMPASS Writing and Mathematics tests to be placed in the proper English and mathematics course. Both ACT and COMPASS reading scores are also used to determine whether the student needs a developmental reading course.

Hazard Community and Technical College (ACT code 1520) uses ACT, COMPASS, and ASSET scores to make placement decisions in English, mathematics, and reading. Score ranges have been determined for the three separate tests to place students in the proper English, mathematics, or reading course.

Four-Year Colleges/Universities

At Michigan State University (ACT code 2032), the ACT English score is used to place students in 3 different levels of English. Students with an ACT mathematics score greater than 27 are exempt from taking the local mathematics placement examination. Similarly, at the University of Illinois (ACT code 1154), six different levels of English are available to students based on their ACT English score, and four different mathematics course options are available, based on the student’s ACT mathematics score. Placement in chemistry is also partially based on a student’s mathematics score.

The University of Arkansas-Fayetteville (ACT code 0144) uses ACT English, mathematics, and reading scores to determine if an incoming freshman needs remediation (e.g., ACT score < 19). In addition, COMPASS is administered to all such students to confirm the need for remediation. Separate cut scores have also been determined on ASSET to assign students to remediation.

In some states, statewide criteria have been established to place students in English and/or mathematics courses. In Arkansas and Tennessee, students with ACT English and or mathematics scores below 19 must take developmental coursework in English and/or mathematics. Similar statewide placement criteria have been determined for both COMPASS and ASSET scores.

In California, California State University System institutions exempt incoming students from the CSU English placement test if their ACT English score is equal to or greater than 24. Students are excused from the CSU Mathematics Placement test if their ACT mathematics score is greater than 23. The University of California institutions excuse incoming students from taking the Writing Placement Exam if the combined ACT English plus ACT Writing score is greater than 30.

Summary

Data collected from 1,084 institutions confirms that more than two-thirds of colleges and universities in the country are using ACT scores to assist educators in placing first-time freshman students in the proper English and/or mathematics course. The methods used to establish placement criteria at individual institutions are unknown. ACT will continue to be proactive to help colleges and universities set appropriate benchmark scores for placing students in English, mathematics, science, and selected social studies courses.

About the Author

Jennifer E. Kelly
COMPASS/ESL/ASSET Consultant
ACT

Jennifer Kelly is the COMPASS/ESL/ASSET consultant for the West Region, which encompasses sixteen states (including California).

Jennifer completed a Master of Arts in Education Policy and Leadership with an emphasis in Higher Education at the University of Maryland, College Park. Her research analyzed the persistence factors of Black males at Predominately White Institutions. During her two years at Maryland, Jennifer was the graduate research assistant with American College Personnel Association (ACPA) located at the National Center of Higher Education in Washington, DC.

Prior to her tenure at Maryland, Jennifer was an Admissions Officer at California Polytechnic State University, San Luis Obispo. She received her undergraduate degree in Communication at the University of California, Davis.

Please feel free to contact Jennifer Kelly at 916.631.9200 or jennifer.kelly@act.org if you have questions or concerns regarding COMPASS/ESL/ASSET.

Email: jennifer.kelly@act.org