Date of Conferral
8-6-2026
Date of Award
August 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Ioan Ionas
Abstract
The problem that was addressed through this study was that students with learning disabilities (SWLDs) are not appropriately placed in college math courses at Southern State Community College (SSCC, a pseudonym). Guided by Piaget’s constructivist learning theory, the purpose of this quantitative study was to examine the predictive relationships between American College Testing (ACT), Postsecondary Education Readiness Test (PERT), and Scholastic Assessment Test (SAT) standardized placement exams math scores and Intermediate and College Algebra course success. The sample in this study consisted of 946 SWLDs who completed at least one standardized placement math exam and enrolled in either an Intermediate Algebra or College Algebra course between 2015 and 2019. A standardized percentile scoring distribution was established to capture a single variable, including the highest percentile rank, across all three exams for each case. The binary logistic regression model revealed that standardized placement exams math percentiles for the ACT, PERT, and SAT were not statistically significant predictors of course success for Intermediate Algebra but were statistically significant predictors of course success for College Algebra (χ² (1) = 10.717, p = .001) for SWLDs. The findings confirm placement math exams provide valuable information regarding student readiness for college-level math courses. These findings have the potential for positive social change by allowing community colleges to place SWLDs appropriately, which, paired with other academic support indicators, might increase their academic success.
Recommended Citation
Williams, LaTosha Knighton, "Placement Scores as a Predictor of Math Success for Students with Learning Disabilities" (2026). Walden Dissertations and Doctoral Studies. 20570.
https://scholarworks.waldenu.edu/dissertations/20570
