Summary
The Youth Leadership Summit: Cruise into College with Accuplacer Test Prep session introduces students to the Accuplacer test; a placement exam used by colleges to assess skills in reading, writing, and math. Students will learn the purpose of the test, how scores are used, and the types of questions they can expect. The session will cover effective test-taking strategies. Students will also explore online practice tools, review sample questions, and participate in guided practice activities to build confidence. By the end of the session, students will have a clear understanding of how to prepare for the Accuplacer and maximize their performance. This session is a part of the 2-day Youth Leadership Summit.
Essential Question
What can help me succeed on the Accuplacer Test?
Learning Goals
Students will be able to identify the purpose and structure of the ACCUPLACER test, including the subjects covered and how the results are used for college placement.
Students will be able to apply test-taking strategies and use practice resources to improve their readiness and confidence for taking the placement exam.
Snapshot
Accuplacer Excursions
Students will take short practice tests similar to the four sections of the Accuplacer exam.
Rose Bud Reflections
Students will reflect on their strengths and weaknesses from the four sections of the Accuplacer exam.
Last Reminders
Students will review the exam format, and using the reflection from the Rose, Bud, Thorn, identify areas that students will continue to practice on their own.
Materials List
Session Slides (attached)
Rose Bud and Thorn handout (attached; one per student)
Passport handout (attached; one per student)
Accuplacer Tips and Tricks handout (attached; one per student)
Excursion Posters (attached; one set)
Pencil/pen
Passport Stamp Options:
Four individual stickers
Four individual stamps with ink pad
Instant camera with enough film
Preparation
30 Minute(s)
Accuplacer Stations
Choose three to five questions from each subject test of an Accuplacer Practice Test. The website Accuplacer.Collegeboard.org has sample practice questions that you can download for practice. Create a handout for each subject test and set up four stations, one for each subject. Students will then be able to choose which subject test they’d like to take first. Remember to also create an Answer Key for yourself. The following is a link to the practice questions for each subject test: https://accuplacer.collegeboard.org/students/prepare-for-accuplacer/practice-download.
Station set-up: Print and place the Excursion Posters handout and Passport handout and corresponding practice test at each station to signify which subject test the students will be focusing on. For example, on Table 1, place the Historical Adventures poster with the Reading subject test. Each student should have a Passport handout to take with them to each station. We have suggested different “stamp options” to mark whether a student has completed a certain excursion. Use whatever is available but make sure to have them ready.
Optional Poster Cutouts: In addition to printing standard-size copies of the Excursion Posters, consider enlarging the files to create foam board versions. These larger displays allow students to take life-size photos by placing their faces in the designated cutout area.
Accuplacer Stations
40 Minute(s)
Use the attached Session Slides to facilitate this presentation. Display the title on slide 2 then move to slide 3 and review the Essential Question.
Display slide 4 and pass out the Accuplacer practice questions that you created or share the links that correspond to each section of the test:
Reading
Writing
Math (arithmetic)
Math (quantitative reasoning, pre-/alg1, probability)
Explain to students that they will be taking a practice Accuplacer exam. There are four sections and students may choose the order in which they take the exam by moving to that station. Have students begin the exam. When they finish or at the end of eight minutes, explain the correct answers for that section and stamp their Passport handout for that section’s excursion. Students will then move to the next section taking their Passport handout with them.
While they are taking each exam, display slide 5, which lets them know which station has which subsection exam so that they can choose which exam to take next. Remind students to take their Passport handouts with them to collect mementos from each of their excursions or stations.
Rose Bud Reflections
10 Minute(s)
When everyone is finished, pass out the Rose Bud and Thorn handout and transition to slide 6. Introduce to students the Rose, Bud, and Thorn strategy. Allow students time to write in their reflections. Discuss the different areas of strength, passability, and weakness.
Last Reminders
Move to slide 7 and pass out the Accuplacer Tips and Tricks handout to students. Remind students that every college has different requirements, so they should reach out to the school they are planning to attend in order to find out their specific format requirements. Have students also identify the portion of the exam that needs further practice and to circle that test on their handout so that they can practice on their own time.
Research Rationale
A growing body of research underscores the importance of targeted preparatory instruction for high school students taking the ACCUPLACER placement exam, particularly those enrolled in Early College High School (ECHS) or dual enrollment programs. Wright (2017) highlights that inaccurate placement in remedial math courses can hinder student progress, increase dropout rates, and delay degree completion. Her findings advocate for the use of multiple measures and preparatory tools to improve placement accuracy and student success. Similarly, Welch-Jones (2020) conducted an action research study demonstrating that structured tutorial sessions—both online and in-person—can positively influence ACCUPLACER outcomes, especially in English and higher-level math domains. Although not all score improvements were statistically significant, students and instructors reported that tutorials enhanced confidence, engagement, and academic readiness.
Colleges require incoming students to take placement exams in order to take on-level classes for credit. Those students who do not meet the required score must take remedial classes. These remedial classes serve as a barrier to a student’s college career both academically and financially (Hartman, 2018). Students earn no credit when taking these classes, which increases their time on campus in completing their degree. Discouraged by their lack of movement toward a degree, many drop out. Students also must pay for these classes, which only increases their costs to complete a degree (Hartman, 2018). By providing academic support in taking these placement exams, incoming college students can bypass these barriers and avoid delays in their academic progress (Barringer-Brown & Lynch, 2022).
Together, these studies provide a compelling rationale for implementing ACCUPLACER test prep sessions. They suggest that early, structured, and accessible tutorials can bridge academic gaps, reduce unnecessary remediation, and support students in achieving college readiness benchmarks. By integrating test prep into the high school curriculum or offering it as an extracurricular support, schools can better equip students for success in dual enrollment pathways and beyond.
Resources
Barringer-Brown, C. H., & Lynch, P. A. (2022). Developmental college education courses and programs: A review of the literature. Journal of Research Initiatives, 6(2), 1.
Hartman, C. (2018). Developmental education: An overview of current issues and future directions. Texas Education Review, 6(1), 47-52.
K20 Center. (n.d.). Rose, bud and thorn. Strategies. https://learn.k20center.ou.edu/strategy/2224
K20 Center. (n.d.). Timer. https://timer.k20center.ou.edu/
Welch-Jones, J. (2020). High school students to take the ACCUPLACER for dual enrollment in a community college. (Doctoral dissertation, Capella University).
Wright, R. (2017). Factors to increase placement accuracy to improve student success rates in mathematics courses at community colleges. (Master’s thesis, University of Wisconsin-Platteville).