Effects of Departmental and Institutional Policies on Developmental Mathematics Students

Autor/in	Johnson, Garth Brandtly
Titel	Effects of Departmental and Institutional Policies on Developmental Mathematics Students
Quelle	(2012), (181 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Memphis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2676-7747-1
Schlagwörter	Hochschulschrift; Dissertation; Two Year College Students; Community Colleges; Developmental Programs; Remedial Mathematics; Mathematics Instruction; Educational Policy; Mathematics Tests; Student Placement; Academic Persistence; Mathematics Achievement; Regression (Statistics); Success; Grades (Scholastic); Arkansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Entwicklungsplan; Mathematics lessons; Mathematikunterricht; Politics of education; Bildungspolitik; Schülerpraktikum; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Erfolg; Notenspiegel
Abstract	Arkansas Department of Higher Education data show that approximately 75% of Arkansas community college students are required to take at least one developmental education class (Arkansas Higher Education Coordinating Board, 2012, p.7.2). This is significantly higher than the approximately 30% average (Provasnik & Planty, 2008, p.11) of community college students across the US. Developmental mathematics is the most commonly needed subject within Arkansas, with over 40% of community college students enrolling in at least one developmental mathematics course (Arkansas Higher Education Coordinating Board, 2012, p.7.3). Despite being common, few institutions that teach Developmental Education perform and then publish research about the success (or non-success) of their students. Although limited studies are available concerning specific areas, no existing studies evaluate all of the departmental and institutional policies for a single population. Specifically, this study evaluated the association between the institutional and departmental policies that developmental mathematics students encounter with their final grades and success in their classes. This study evaluated these policies applied to the developmental mathematics program at one small community college in the Arkansas Delta-Mid-South Community College. These policies include Math Placement Tests, Incomplete Policy, Continue Policy, and Persistence Policy. This analysis used a Systems Theory theoretical approach to evaluate three research questions: Were placement tests associated with mathematical success in the current class? In their next class? Was the Incomplete policy associated with long-term mathematical success? Was student rate of progress associated with mathematical success? This analysis used the Registrar's archival data which included 11,226 classes taken by 5,489 students over 23 semesters, analyzed through Frequency Analysis and Linear Regression Analysis. This study concluded that Math Placement Tests were weakly linked to student success. Incompletes were linked to mixed success in students' current class and lower success in the student's next class, and students with a slow rate of progress had lower grades than those who completed classes quickly. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10