Accuplacer testing

1. Accuplacer testing Grace Haglund Ball State University CPSY 695

2. Name of Intervention • Accuplacer Testing, through College Board, which is administered by the professional school counselors annually, beginning in Fall 2012. • These tests qualify students taking dual-credit classes for both high school and college credit in various subjects-math, reading, writing (if they pass the high school course as well)

3. Rationale • Accuplacer testing was first implemented last year. Very few students qualified for dual credit based on their PSAT and/or Accuplacer subject area scores. Furthermore, not every student who was eligible to gain dual credit by taking the Accuplacer took the test. Out of the students who did complete the tests, there were a small percentage of students who passed the various tests. • Accuplacer test subjects offered at Muncie Central include: math and English- both writing and reading.

4. Goals of Intervention • This year, the professional school counselors wanted to increase not only the number of students taking the tests, but also the number of students passing the tests. • Students who met the dual credit eligibility requirements with their PSAT scores will not be part of the outcome assessment.

5. Method • The professional school counselors had all students who are enrolled in dual-credit classes take these tests during the day instead of after school, like they werelast year. • If the students did not pass their test after the first try, they were brought back to complete practice tests. • The professional school counselors walked through these tests with students, they provided education on test taking strategies, and also met one-on-one with students who did not pass the tests after their 2nd try.

6. Method, Continued • During the individual meetings with students, the professional school counselors discussed possible barriers the students had to passing the tests. • They also further discussed test taking strategies and offered practice sites for the students to visit before taking the test a third time. • Students only have three chances to pass the tests, so it wasimperative for the professional school counselors to individually help those students who needed to pass on the third try.

7. Evaluation Instruments • The exams and practice tests were created by the College Board. • Professional school counselors and students were able to see the test results immediately after completing each test. • Students who passed after their second or third try were asked what factors helped them succeed. • Students who did not pass after their third try were asked what else they think would have helped them pass.

8. Results • Students who passed after their second or third try said what helped them pass was: • Taking the practice-tests more than once • Taking the tests already, they knew what to expect • Being told different test-taking strategies • Getting a good night of sleep before the day of the tests • Students who did not pass after their third try said what they think could have helped them pass was: • Taking the practice-tests outside of school • More tutoring in the subject area throughout the school year

9. Results, Continued • Test scores for each student and each exam was entered into a spreadsheet and kept on file, which only the professional school counselors had access to. • Results were compiled into bar graphs to show student passing rates in comparison to each previous test taken, and the overall increase in students passing the tests • This disaggregation of data allowed the professional school counselors to see the increase of students passing the Accuplacer after the individual interventions