### Abstract:

This investigation was designed to study articulation between
Oregon secondary mathematics programs and college mathematics at
Oregon State University. Three main facets of the problem were
studied:
1. The relationship of several factors to the CEEB Level I
Mathematics Achievement Test score.
2. The feasibility of a discriminant function as an aid to
mathematics placement at the college level.
3. Courses and content in upper-level mathematics programs
in Oregon secondary schools.
A questionnaire requesting information on upper-level mathematics
programs was sent to 234 Oregon public and private secondary
schools. Returns were received from 198 schools, and these
were summarized with respect to course titles, textbooks, and
topics reported for the various courses.
Student records were used to obtain data on the factors of sex,
high school grade point average, size of school attended, number of
grades in the school, level of mathematics reached, and high school
mathematics grade point average. In addition, SAT-M, SAT- V,
CEEB-EN, and CEEB Level I scores were taken from the records,
Complete information was available for 2355 students graduating
from Oregon secondary schools in 1966 and entering Oregon State
University as members of the 1966-67 freshman class.
A multiple-regression analysis was used to study the relationship
of the other nine factors to the CEEB Level I Test score, In
addition, the possible effectiveness of the SAT - -M and other factors
as placement devices for college freshman mathematics was compared
with the results obtained through current use of the CEEB
Level I Test.
Discriminant function analysis was conducted with 14 pairs of
dichotomous groups to investigate the effectiveness of combinations
of the various factors in identifying members of each group. Grouping
was based upon the college mathematics course taken and the
grade received. One three-group discriminant function analysis was
done to examine the possible value of a single computer program
utilizing the best combination of factors for placement into the freshman
mathematics program at Oregon State University. The following findings were a result of this investigation:
1. The CEEB Level I Test measures something in addition to
that measured by the SAT-M and other factors used in this
investigation.
2. The CEEB Level I Test is an effective placement device
when used with a cutoff score system despite its limitations
in identifying relatively large groups of weak students.
3. The SAT-M Test shows promise of being as effective an
instrument in mathematics placement as the CEEB Level I
Test.
4. The discriminant function technique was approximately 70
percent effective in identifying members of the various
groups. As such, it offers promise of becoming an effective
placement instrument.
5. The use of additional factors increases the power of the
discriminant function; after a certain point, the results
may not justify the effort.
6. Most Oregon secondary students have upper-level mathematics
courses available to them.
7, Oregon secondary mathematics courses have more in common
than the variety of course titles and textbooks suggest.
8. Calculus courses in Oregon secondary schools serve only
one-half of one percent of the twelfth grade students and
do not represent the typical fifth-level mathematics
program.
9. Students entering Oregon. State University with fifth-level
backgrounds other than calculus do better in the first term
of calculus. This advantage is not apparent for these
students in the third term of calculus.