Student Success Rates in Remedial Mathematics Courses as a Function of Ethnicity/race, Gender, and Instructional Format at a Texas Community College PDF Download
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Author: Edrel Zachery Stoneham
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 152
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Book Description
Author: Edrel Zachery Stoneham
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 152
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Book Description
Author: Patricia Ramos-Martinez
Publisher:
ISBN:
Category :
Languages : en
Pages : 147
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Book Description
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: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
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Book Description
Author: Scotty Glen Houston
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 492
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Book Description
Author: Sidney Earl Hardyway
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 272
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Book Description
Author: Bill Pasmore
Publisher: Berrett-Koehler Publishers
ISBN: 1626564426
Category : Business & Economics
Languages : en
Pages : 231
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Book Description
Change has become constant, complex, multifaceted, and overwhelming. To meet this challenge, Bill Pasmore presents four keys to help leaders decide where and how to most effectively focus their change initiatives.
Author: Mark Berends
Publisher: Rand Corporation
ISBN: 0833040669
Category : Education
Languages : en
Pages : 184
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Book Description
Examines trends in the mathematics scores of different racial-ethnic groups over time and analyzes how changes in family, school, and schooling measures help explain changes in the test score gaps. Although there were few positive changes between schools, the within-school experiences of black and Latino students changed for the better compared with white students when measured by student self-reported academic track placement.
