DAACS is a diagnostic assessment designed to help students transition to college. DAACS provides personalized feedback about students’ strengths and weaknesses in terms of key academic and self-regulated learning skills, linking them to the resources to help them be successful students.

Students complete DAACS online, at their own pace.

Once done, students receive immediate, personalized feedback.

DAACS results help students pick the right courses and provides resources that can bolster college skills.

Students who have the skills to be successful in their first courses are more likely to complete college.

Measure

DAACS assesses critical college skills.

Self-Regulated Learning

Writing

Mathematics

Reading

Learn

After completing DAACS, students receive immediate feedback about their strengths while identifying areas in need of improvement

Support

Students are directed to resources designed to promote skill development

Online Writing Lab

Coaches, Advisors & Faculty

Open Education Resources

RETHINKING COLLEGE READINESS

In the past, newly enrolled college students had little reliable information about their readiness for college-level academic work. DAACS addresses this problem by providing students with detailed information and feedback on their preparation for college, as well as resources for shoring it up. By using DAACS, students can build needed skills in areas of self-regulated learning, writing, reading, and mathematics while enrolled in courses that lead to the completion of their degrees.

FOCUSING ON THE WHOLE STUDENT

Current research suggests that self-regulated learning, mindset, and motivation are better predictors of college success than traditional placement or entrance exams. DAACS places emphasis on these areas and provides students with concrete strategies for becoming more successful college students.

PREDICTIVE ANALYTICS

Data provided by DAACS has been shown to increase the accuracy of predictive analytic models. These data not only help institutions identify their most academically at-risk students, but also provide specific information as to how they are at risk. With this information, more targeted interventions can be developed that better serve students’ needs.