Benchmarking Study Using MAP Math Data and Percentage of School District Students Enrolled in College Freshman Remedial Math Courses PDF Download

Author: Sandy Seipel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 40

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Author: Erick Lang
Publisher:
ISBN: 9781267462183
Category : Academic achievement
Languages : en
Pages : 91

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Utilizing data from the Montgomery County Public Schools 2009 graduating class, this study employs logistic regression to analyze the records of 2,821 students who entered Montgomery College in the 2009--2010 academic year. The study identifies specific factors, including high school mathematics course attainment and final course grades that predict placement in developmental mathematics courses.

Author: Scotty Glen Houston
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Remedial education in postsecondary institutions has been a topic of discussion for policymakers and educators for many years. The subject where most of the remediation occurs is mathematics. A population skilled in mathematics is necessary for many of the current job openings, and many more jobs to come, as countless occupations are becoming even more technologically sophisticated. Researchers have determined that upwards of sixty to seventy percent of incoming students in college and universities need math remediation, and factors reanging from family income, race and gender to admissions test scores and grade point average have been shown to influence remedial need, either positively or negatively. The studies presented in this dissertation explore how these factors along with other possible predictors impact remedial mathematics need. A recent release of data from the National Center for Education Statistics called the Beginning Postsecndary Study was analyzed used multiple regression models. Models were run for both male and female students, separately, along with individual models for White students, African American students and Hispanic students. In models related to male and female students, secondary school influences such as high school grade point average, highest mathematics course taken in high school and admissions test scores were of high importance in determining remedial need. Among the three racial groups, the same factors were influential for White students, and only admissions test scores were impactful for African American students and Hispanic students. For male students, African American students were more likely than White students to enroll in remedial math courses. Among female students, both African American and Hispanic students enrolled in moe remedial math courses that White students. The model including all students in the sample showed that secondary school influences were the greatest predictors. Also, African American and Hispanic students were more likely to require remedial courses than White students. .

Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232

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The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

Author: Michael P. Gibson
Publisher:
ISBN:
Category : College placement services
Languages : en
Pages : 103

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Students placed into developmental math courses experience significantly increased costs for obtaining a college degree. They are also considerably more likely to drop out of college without obtaining a degree. However, many students need developmental math if they are going to succeed in their college level math courses. As a result, it is vitally important to both students and educators concerned with student success that students are placed into the correct courses. Little, if any, work has done been in this area for online math courses despite the explosive growth of online college level education in the last two decades. The present study measures the accuracy with which a multiple measures placement process using ACT/SAT mathematics score, a local algebra skills assessment, and unweighted high school GPA predicts final course grades for students in an online developmental math course. A quantitative correlation design was used for the study. The research used archival data from a private university located in the eastern United States with a very large online student population. Data for all three predictive variables as well as course grades for a developmental math course was retrieved from the university record system for 3843 students enrolled between Fall 2016 and Spring 2019. Multiple linear regression analysis showed no significant predictive relationship with respect to the criterion variable. Additional analysis revealed significant correlations between the online developmental math final grades and both high school GPA and the local algebra skills test. The study concludes with recommendations for further research including studying differences by age of student and using data from other universities.

Author: Peter Riley Bahr
Publisher:
ISBN:
Category :
Languages : en
Pages : 400

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Author: Patricia Ramos-Martinez
Publisher:
ISBN:
Category :
Languages : en
Pages : 147

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The number of students at community colleges assessed as underprepared for college-level math continues to grow each year. These students are directed into remedial math courses, even though these courses continue to produce low persistence and completion rates. The purpose of this study was to examine and determine whether students assessed as under-prepared for college-level math experienced significant differences in outcomes depending on whether they enrolled in contextualized versus traditional stand-alone remedial math courses. Using a causal-comparative design, the study examined secondary data from a Midwestern community college. The findings of descriptive and inferential analyses found a significant association between contextualized developmental math courses and student outcomes, compared to traditional stand-alone developmental math courses. These results remained consistent when controlling for developmental math placement scores, gender, and race/ethnicity.

Author: Christopher Weikart
Publisher:
ISBN:
Category :
Languages : en
Pages : 146

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The study examined high school mathematics course enrollment patterns, college mathematic readiness, and post high school intentions during the planning and implementation of the Future Ready Core high school graduation requirements in North Carolina public school systems. Quantitative methodologies were utilized to describe the impact of the increased, uniformed high school graduation requirements with proportions and averages of graduates in the state of North Carolina of graduates completing three or more college preparatory math courses, Scholastic Aptitude Test (SAT) math scale scores, and graduates indicating intent to attend a two or four-year college. Additionally, the study looked at the proportions and averages by district sized based subgroups (small, mid-sized, and large) for each indicator. The data sources included the entire population of North Carolina public high school graduates between 2008 and 2013. The study0́9s findings presented two major findings for school leaders. The implementation of the more uniform, rigorous Future Ready Core graduation requirements positively impacted the proportion of graduates completing three or more college preparatory course more immediately than previous new policies0́9 implementation; however, the substitution option was selected 16.39% of the time at the state level in 2013 with higher percentages in small and mid-size school districts. Additionally, the decrease in student performance on the SAT math assessment even with increases in college preparatory coursework requires school leaders to examine the quality of teaching and learning as well as potential unofficial tracking methods that may be occurring in the more uniform graduation requirements. Further research studies on the impact of the Future Ready Core graduation requirements could include analysis of total math coursework, repeating a similar study using ACT math composite scores after three graduating classes under the new requirements, or conducting a case study of districts who have had positive trend data while implementation the Future Ready Core graduation requirements as an exemplar for other school districts to follow.

Author: Laura Jean Crosby
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 221

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Many students are entering college under-prepared for college-level, credit bearing mathematics courses, and they are also having difficulty completing the remedial coursework that is required before they can move on to credit-bearing courses. The purpose of this exploratory qualitative research study is to gain an understanding of students' perceptions regarding their remedial mathematics placement. There is little research that takes into account student perspectives when trying to understand why so many students are entering college under-prepared for credit bearing mathematics courses. Two-hundred sixty-seven students enrolled in remedial elementary algebra math courses were asked to voluntarily complete a survey online regarding their prior math experiences and their plans to overcome their remedial placement. One-hundred fifty-nine students completed the survey and sixty-seven students volunteered to participate in a follow-up interview. Twelve of these participants were then selected for follow-up interviews to gain a more in-depth understanding of their experiences. Results of the study indicated that participants attribute their remedial mathematics placement to a lack of mathematical knowledge/understanding, time between math courses, negative experiences with teachers, a lack of effort in high school, and lack of information and guidance regarding the college placement test. Participants planned to study and see a tutor to overcome their remedial mathematics placement.

Author: Brian Kenneth Sanders
Publisher:
ISBN: 9781321609820
Category :
Languages : en
Pages :

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Community colleges serve as an open door and a critical access point to higher education for millions of students across our nation. In California alone, over two million students are enrolled across over one hundred community colleges (Sengupta & Jepsen, 2006), open access institutions with no entry requirements. A large majority of students beginning their educational path at a community college are placed into a remedial mathematics sequence that few will ever finish (Bailey, Jeong, & Cho, 2010a). These remedial pathways were designed to replicate the usual sequence of high school algebra courses (Brint & Karabel, 1989; Tucker, 2013), yet research demonstrates that these courses require algebraic skills beyond what is needed for success in most non-calculus-track transferable courses (NCEE, 2013). The result is that millions of community college students are being filtered out of their educational programs because of their inability to master algebra skills that they will not need in either future coursework or in their chosen careers. Researchers with the Carnegie Foundation for the Advancement for Teaching developed a new approach called Statway designed to address this concern. The two-term program begins with students who assess into elementary algebra, focusing on statistical concepts while utilizing a just-in-time approach in which algebraic skills are introduced as needed, providing context and relevance for students. By the conclusion of the second term of the program, students have learned the content of typical freshman statistics as well as developed sufficient algebra skills to succeed in that material. Introduced via training hosted by Carnegie and reinforced by an ongoing community of practice, alternative pedagogy is employed to maximize student engagement and success. The purpose of this project was to study three community colleges that have adopted the Statway program and seek to understand the underlying conditions and processes by which they were able to do so. Further, the project examined the alignment between the colleges' processes and models of change theory discussed in the literature. Lastly, I examined how data was utilized in the adoption process and thereafter. The study utilized a qualitative case study approach based on transcripts from nineteen interviews and documents gathered at each of the three institutions visited. Transcripts and documents were coded by themes and analyzed using software. Conclusions were based on the most prominent and consistent themes identified across institutions. Findings included (a) the departments that adopted the program were supportive of experimentation, (b) at each institution a faculty champion was instrumental in carrying the program forward to implementation, (c) the departments did not deliberately follow models of change theory from the literature, but their processes aligned well with the models, (d) because I studied pilot programs, only national data was utilized initially, and (e) there was a relationship between the difficulty of the adoption process and the department's decision-making approach along the individualist-collectivist spectrum. Results of this study provide insight into ways mathematics departments approached and carried out significant curriculum change, insight into departmental characteristics most conducive to change, and recommendations gleaned from interviews as to how to maximize transferability and viability of alternative mathematics programs such as Statway.