Trends in Community College Assessment and Placement Approaches: Implications for Educational Policy

Abstract

A qualitative, instrumental case study was conducted to examine students’ academic preparedness, and assessment and placement policy in fifteen community colleges across the country. Selected findings reported in this paper are: large proportions of incoming students are poorly prepared for postsecondary reading, writing and math; similar academic needs are found among developmental education students and those with limited English language proficiency; there are discrepancies between state and institutional policy for skills testing and developmental education placement; and in some cases institutions are bypassing their own stated assessment and placement policy