Determination of the Effectiveness of Intermediate Algebra-Accelerated (Math 255) as Preparation for Student Success in a Transferable Mathematics Course PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Determination of the Effectiveness of Intermediate Algebra-Accelerated (Math 255) as Preparation for Student Success in a Transferable Mathematics Course PDF full book. Access full book title Determination of the Effectiveness of Intermediate Algebra-Accelerated (Math 255) as Preparation for Student Success in a Transferable Mathematics Course by Steven C. Sworder. Download full books in PDF and EPUB format.
Author: Steven C. Sworder
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
Get Book Here
Book Description
Background: The Mathematics Department at Saddleback College created a 3-units intermediate algebra course as an alternative to the traditional 5-units intermediate algebra course. Forty percent of the material in the traditional course was composed of review topics from beginning algebra. The 3-units course did not contain that rehash of beginning algebra topics. With the review sections removed, the new course required only 3-units to cover the topics unique to intermediate algebra. It was felt that a 3-units version of intermediate algebra would be easier for students not needing a review of beginning algebra to fit into their class schedules. Additionally, the 3-units course would be less expensive for students who needed credit for an intermediate algebra course. Also the 3-units course would be less expensive than the traditional 5-units course for the college to offer. Purpose: The purpose was to determine the effectiveness of the 3-units intermediate algebra course in preparing students for success in the transferable mathematics course of their choice. Setting: Saddleback College, Mission Viejo, CA, Fall 2006 semester through the Spring 2008 semester. Study Sample: 171 students participated in this study. Research Design: Descriptive. Data Collection and Analysis: The success (grade of C or higher) of students in a subsequent mathematics course was observed and compared with the success rate of students from the traditional 5-units intermediate algebra course. Findings: Students who completed the 3-units intermediate algebra course were as likely to be successful in their subsequent mathematics course as were those who had completed the traditional 5-units intermediate algebra course. Conclusion: The Mathematics Department at Saddleback College should increase the number of offered sections of the 3-units intermediate algebra course and actively promote enrollment in that course by students with a solid understanding of the topics of beginning algebra. Citation: Steven C. Sworder, Mathematics Department, Saddleback College, Mission Viejo, CA 92780. Distribution of Intermediate Algebra Accelerated (Math 255) Students Categorized by the Grade Earned in Math 255 and the Subsequent Mathematics Course Taken in the South Orange County Community College District is appended.
Author: Steven C. Sworder
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
Get Book Here
Book Description
Background: The Mathematics Department at Saddleback College created a 3-units intermediate algebra course as an alternative to the traditional 5-units intermediate algebra course. Forty percent of the material in the traditional course was composed of review topics from beginning algebra. The 3-units course did not contain that rehash of beginning algebra topics. With the review sections removed, the new course required only 3-units to cover the topics unique to intermediate algebra. It was felt that a 3-units version of intermediate algebra would be easier for students not needing a review of beginning algebra to fit into their class schedules. Additionally, the 3-units course would be less expensive for students who needed credit for an intermediate algebra course. Also the 3-units course would be less expensive than the traditional 5-units course for the college to offer. Purpose: The purpose was to determine the effectiveness of the 3-units intermediate algebra course in preparing students for success in the transferable mathematics course of their choice. Setting: Saddleback College, Mission Viejo, CA, Fall 2006 semester through the Spring 2008 semester. Study Sample: 171 students participated in this study. Research Design: Descriptive. Data Collection and Analysis: The success (grade of C or higher) of students in a subsequent mathematics course was observed and compared with the success rate of students from the traditional 5-units intermediate algebra course. Findings: Students who completed the 3-units intermediate algebra course were as likely to be successful in their subsequent mathematics course as were those who had completed the traditional 5-units intermediate algebra course. Conclusion: The Mathematics Department at Saddleback College should increase the number of offered sections of the 3-units intermediate algebra course and actively promote enrollment in that course by students with a solid understanding of the topics of beginning algebra. Citation: Steven C. Sworder, Mathematics Department, Saddleback College, Mission Viejo, CA 92780. Distribution of Intermediate Algebra Accelerated (Math 255) Students Categorized by the Grade Earned in Math 255 and the Subsequent Mathematics Course Taken in the South Orange County Community College District is appended.
Author: Laurence F. Johnson
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 390
Get Book Here
Book Description
The study explored the relationship between student academic performance in an exit-level, developmental mathematics course and subsequent academic performance in a college-level mathematics course. Using an ex post facto research design, the study focused specifically on the influence of three sets of factors: (a) demographic characteristics, (b) "stopping-out," and (c) the developmental course. The criterion variables were college-level performance, defined in terms of the student's course grade, and college-level persistence, defined in terms of whether or not the student officially withdrew from the course. A convenience sample of 824 community college students who had completed both the exit-level developmental mathematics course and the entry-level college course during a three-year period from fall 1989 to summer 1992 was used for the data set; the students in the set were shown to be similar to several populations of developmental students. Discriminant function analysis indicated that the data supported the hypotheses. The discriminant function was calibrated on 364 cases randomly selected from the data set; the remainder of the cases were used to cross-validate the results. Cross-validated correct classification rates of 76.74% for academic success and 81.09% for persistence were obtained. The major conclusions of the study were: (1) Developmental course performance is a significant discriminator of college-level mathematics performance and persistence. (2) The length of time a student allows to pass between exiting the developmental course and entering the college-level course is a negatively related discriminator of both college-level performance and persistence. (3) Student age is a positively related discriminator of college-level mathematics performance. (4) The number of attempts at the developmental course is a negatively related discriminator of persistence. (5) African American completers of developmental mathematics appear to be more likely to withdraw from entry-level college mathematics than developmental completers in other ethnic groups. (6) Poor performance in exit-level developmental mathematics greatly increases the risk of failure or attrition for students in entry-level college mathematics. The implications of these results and those of several post hoc analyses were discussed in terms of their theoretical and applied contributions, the limitations of the study were detailed, and suggestions made for future research.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1108
Get Book Here
Book Description
Author: Martin David West
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 92
Get Book Here
Book Description
Author: Aparna Bandopadhyay Ganguli
Publisher:
ISBN:
Category :
Languages : en
Pages : 462
Get Book Here
Book Description
Author: Joseph W. Wilson
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 264
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1086
Get Book Here
Book Description
Author: Shaun M. Dougherty
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
Get Book Here
Book Description
The Wake County Public School System (WCPSS) in North Carolina recently addressed the issue of advancement in and equitable access to advanced mathematics. Under a recent policy, WCPSS uses a SAS-generated predicted probabilities of students' success in obtaining a passing score on the NC Algebra I End-of-Course (EOC) exam, to determine recommended course placement in grades 6 through 8. The authors examine the question: do students who are just eligible for advancement in mathematics in middle school and who participate in advanced mathematics lead to improved academic outcomes compared to students who just miss being eligible for advancement and who do not enroll in advanced mathematics? By focusing on the students on the margin of eligibility under this policy the authors use a regression-discontinuity design to estimate the causal impact of this mathematics acceleration policy on subsequent test scores, grades, and course-taking behavior of middle-school students in Wake County who were exposed to this policy. The results indicate that students on the margin of eligibility and who participate in advanced mathematics in middle school may experience negative effects as a result of being in a peer group of more advanced ability, on average. Tables and figures are appended.
Author: Michael P. Richter
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 84
Get Book Here
Book Description
Author: Shaun Dougherty
Publisher:
ISBN:
Category : Economics
Languages : en
Pages : 50
Get Book Here
Book Description
To better prepare students for college-level math and the demands of the labor market, school systems have tried to increase the rigor of students' math coursework. The failure of universal "Algebra for All" models has led recently to more targeted approaches. We study one such approach in Wake County, North Carolina, which began using prior test scores to assign middle school students to an accelerated math track culminating in eighth grade algebra. The policy has reduced the role that income and race played in course assignment. A regression discontinuity design exploiting the eligibility threshold shows that acceleration has no clear effect on test scores but lowers middle school course grades. Acceleration does, however, raise the probability of taking and passing geometry in ninth grade by over 30 percentage points, including for black and Hispanic students. Nonetheless, most students accelerated in middle school do not remain so by high school and those that do earn low grades in advanced courses. This leaky pipeline suggests that targeted math acceleration has potential to increase college readiness among disadvantaged populations but that acceleration alone is insufficient to keep most students on such a track.
