This research explored the factors that influence the placement of
four-year college students into pre-college level courses. Based upon
this literature review, it appeared that some of the variables that
could predict the placement of university students into pre-college
level mathematics courses were age, gender, length of time since
previous math course, previous teacher's methodology, and need for
concurrent enrollment in pre-college level English courses. This study
revealed distinct differences between the group requiring only
pre-college level math courses and the groups requiring remedial
English. The most significant predictors for determining placement
appearing to be age, gender, major, time span, and self perception. This
study concluded with a discussion of the needs of related future
research.