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Copyright 2008 Alison R. Shelton
MEASURING THE ALIGNMENT OF HIGH SCHOOL AND COMMUNITY
COLLEGE MATH ASSESSMENTS
by
Alison R. Shelton
_____________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirement for the Degree
DOCTOR OF EDUCATION
August 2008
Object Description
| Title | Measuring the alignment of high school and community college math assessments |
| Author | Shelton, Alison R. |
| Author email | ahibbard@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2008-06-12 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-31 |
| Advisor (committee chair) | Brown, Richard |
| Advisor (committee member) |
Rueda, Robert Niemi, David |
| Abstract | More than 60% of all community college students are placed into remedial, non-credit bearing courses. Concerns over the lack of articulation across the K-12 and postsecondary educational systems have led to questions regarding whether students have had the opportunity to learn and demonstrate the skills required for success in college level classes. To measure the degree to which the expectations across these systems are consistent, the degree of alignment between the examinations at these two levels was explored. The California Community College placement test content was compared to the high school level California Standards Tests in General Mathematics, Algebra 1, and Geometry. Only the General Mathematics Test was aligned across a substantial number of standards. Taking into consideration past studies, it appears that the major source of misalignment between the two testing systems occurs within the content areas of Integers and Rationals, Trigonometry, and Graphing. |
| Keyword | alignment; higher education; high school; mathematics; placement; testing; community college; California; basic skills education; standards |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1474 |
| Rights | Shelton, Alison R. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Shelton-20080731 |
| Archival file | uscthesesreloadpub_Volume44/etd-Shelton-20080731.pdf |
Description
| Title | Page 1 |
| Full text | Copyright 2008 Alison R. Shelton MEASURING THE ALIGNMENT OF HIGH SCHOOL AND COMMUNITY COLLEGE MATH ASSESSMENTS by Alison R. Shelton _____________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirement for the Degree DOCTOR OF EDUCATION August 2008 |
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