As a college professor, many of the students in my Introductory Algebra course shouldn’t be there. The majority of them took Algebra II in high school, and some of them took Pre-Calculus. However, based on their placement test scores, they end up in Introductory Algebra, which isn’t considered college-level and doesn’t earn them any college credit. Essentially, they are paying to re-learn the material they were taught during their freshman year of high school.
Here are some of the common reasons why students place lower than they should and a simple solution to each one:
1. Students wait too long to take a math course. Some students last took math their sophomore or junior year of high school. By the time they take their college placement tests, it has been at least two years since their last math course, and they have forgotten most of what they learned.
Solution: Try to take a math class each year of high school to keep your math skills fresh. Or, review before taking the math placement test. Most colleges have information on their websites or in their Assessment Centers to help students review for these tests. In fact, some colleges even offer math review workshops.
2. Students don’t know their basic skills. Often, I notice that my Introductory Algebra students know the algebra, but they don’t know how to perform basic mathematical operations like adding, subtracting, multiplying, and dividing fractions and decimals. The reason is that students have become overly reliant on their calculators, often using them to perform simple computations like three times five. Many placement tests don’t allow a calculator, or they only allow a calculator on part of the test. Students who are dependent on their calculators perform poorly on these basic skills and, consequently, place in a lower class.
Solution: Review basic mathematical operations often. Use your calculator for some problems but not for others so that the skills stay fresh in your head. Also, make sure to review these basic skills before taking the placement test.
3. Students don’t take their placement tests seriously. All too often, I hear the story of a student who scheduled their placement test for the morning after prom. They showed up completely exhausted, unprepared to take it, and they rushed through it. When they go to schedule their courses, they find themselves in developmental courses (courses that aren’t considered college-level) even though they already know most of the material.
Solution: Make sure you schedule your placement test as soon as you get the information. That way, you have more dates to choose from, and you’re not stuck with an inconvenient test date. As with every test, get plenty of rest the night before, and show up with all the materials you need. Take your time, and don’t rush through the test. Ask for information on what material you will be tested on so you can review if you need to.