Author: Richard A. Shepley
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 186

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Author: John Kurt Killion
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 58

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Author: Robert Dawson Perry
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 76

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Author: Sandra Sims Mayo
Publisher:
ISBN:
Category :
Languages : en
Pages : 72

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ABSTRACT: Improving college performance and retention is a daunting task for colleges and universities. Many institutions are taking action to increase retention rates by exploring their academic programs. Regression analysis was used to compare the effectiveness of ACT mathematics scores, high school grade point averages (HSGPA), and demographic factors such as age, gender, ethnicity, and socioeconomic status for predicting final grades in students' first mathematics courses at Spring Hill College. The results of this study were examined to validate whether the current system for placing students in first-year mathematics courses is successful. Data was used from 870 student records for the freshman fall cohorts from 2008 to 2010. Students were enrolled in Intermediate Algebra, Precalculus, or Calculus I. The results of the study indicate that ACT mathematics score, HSGPA, age, and gender were all statistically significant predictors of students' grades in their first-year mathematics courses with HSGPA the best predictor of all. It was recommended that admission counselors and mathematics department faculty place students in freshmen mathematics courses based on HSGPA, ACT mathematics scores, and the number of mathematics courses taken in high school but with a much stronger emphasis on HSGPA.

Author: Marshall Eldon Wick
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 630

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Author: Nathan Palmer
Publisher:
ISBN:
Category : First-generation college students
Languages : en
Pages : 0

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Author: Patricia A. Roper
Publisher:
ISBN:
Category :
Languages : en
Pages : 136

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Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309496624
Category : Education
Languages : en
Pages : 123

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Book Description
The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.

Author: Jane Margolis
Publisher: MIT Press
ISBN: 0262533464
Category : Education
Languages : en
Pages : 245

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Why so few African American and Latino/a students study computer science: updated edition of a book that reveals the dynamics of inequality in American schools. The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis and coauthors look at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. They find an insidious “virtual segregation” that maintains inequality. The race gap in computer science, Margolis discovers, is one example of the way students of color are denied a wide range of occupational and educational futures. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system. Since the 2008 publication of Stuck in the Shallow End, the book has found an eager audience among teachers, school administrators, and academics. This updated edition offers a new preface detailing the progress in making computer science accessible to all, a new postscript, and discussion questions (coauthored by Jane Margolis and Joanna Goode).

Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 106

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Current regulations in the Tennessee Board of Regents system place students into developmental or regular classes based solely on scores on either the ACT or COMPASS. This study examined whether a combination of other readily available factors might better predict a student's success. Students at East Tennessee State University taking elementary algebra, intermediate algebra, and probability and statistics (the core math class at the university) were surveyed in Fall, 2004, to find out when they took their last mathematics class in high school and what mathematics courses they took in high school. Other variables were obtained from the student information system when available: age; ACT/SAT composite, mathematics, and reading scores or COMPASS reading, arithmetic, and intermediate algebra scores; overall high school GPA, and final grade in the course they were taking. End-of-semester grades (the dependent variables) were correlated with the other independent variables. Stepwise multiple regression equations were attempted for each course -- one for students with ACT scores and another for students with COMPASS scores -- to see whether several of the independent variables together could predict these grades. For students in elementary algebra, end-of-course grades were significantly correlated with COMPASS reading scores and overall high school GPA. Grades in intermediate algebra were significantly correlated with ACT mathematics and English scores, COMPASS arithmetic and intermediate algebra scores, number of college preparatory mathematics classes taken in high school, and overall high school GPA. Grades in probability and statistics were correlated with the same variables as intermediate algebra except for COMPASS reading. Regression equations to predict grades were possible for traditional age students (students with ACT scores) in all three courses with high school GPA and a few other scores as independent variables. For nontraditional students, the regression equations were only possible for intermediate algebra and statistics using COMPASS arithmetic scores. No regression equation was possible for elementary algebra. The equations found could be used to target students who might be in danger of failing and be referred to additional sources of help. It is further recommended that study be repeated for spring and summer semesters.