Understanding the Effects of a Math Placement Exam on Calculus 1 Enrollment and Engineering Persistence

Abstract

Educational institutions are grappling with declining enrollments and low mathematical achievements. This study investigates how a math placement exam (ALEKS) influences enrollment in Calculus 1 and student persistence, taking into account academic preparation and demographic factors. It also evaluates the effects of remedial math courses for students near the placement cutoff. Using Astin’s input–environment–outcome model, this study analyzed data from 3380 students employing a Kitagawa-Oaxaca-Blinder decomposition and fuzzy regression discontinuity. These methods were used to identify unexplained differences across demographic groups and capture outcomes near the math placement cutoff. Based on the findings, a cutoff of 80% for the ALEKS exam is appropriate. This study underscores the role of math placement exams in shaping engineering enrollment and student success. These findings prompt reevaluating placement strategies and support mechanisms, particularly for URM, first-generation, and female students, to enhance equity and retention in engineering.