Universities and colleges with Science, Mathematics, Engineering and Technology (STEM) programs use standardized tests of a variety of names to place students into courses. The Assessment and LEarning in Knowledge Spaces (ALEKS) is an assessment tool created by McGraw-Hill with a mathematics placement module. Similarly, CollegeBoard's Scholastic Aptitude Tests (SAT) and ACT Inc.'s ACT Assessment college entrance exams are used as a basis for admissions into higher education. Since 2012, data has been collected for Engineering and Technology programs to determine if these exams used for admissions and placement actually serve as a predictor for success. This study compares the ALEKS and ACT scores predict success in a comparison to grades achieved in Engineering and Technology classes. Similar studies compared the high school grade point average (GPA) with the ACT as predictors of college success. Other prediction methods are study habits or study types as a predictor for success. Although there are many possible predictors for success, the use of standardized testing is still very popular in higher education. This study seeks to determine if using or the ALEKS or the ACT composite predicts success in engineering and technology fields. More specifically, do standardized math placement tests predict success in future math, physics and engineering based courses? A previous study on learning in the classroom was the basis for this research project. A comparison of success in the course over successive years was performed. Students' success in the classroom was compared to their previous courses and then expanded to include the college entrance exam and math placement exams. This initial research lead to the question examined in the current research, do entrance exams predict success in construction coursework? The study has not found a significant correlation with standardized test scores and success levels in engineering and technology courses. Rather, it has become apparent that success is more likely to breed success. Students who score low on placement tests and then do well in remedial coursework are more likely to find success throughout their college careers. Conversely, students who score well on placement exams and do not perform well in their initial math coursework continue to struggle with grades. Based on this information, increasing entrance exam requirements may not increase retention rates but limit access instead.
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