An Analysis of the Relationship between Student Success and Delayed Entry into the Mathematics Curriculum Following Completion of the Matriculation Process at Saddleback College.

Autor/in	Sworder, Steven
Institution	Saddleback Community Coll., Mission Viejo, CA.
Titel	An Analysis of the Relationship between Student Success and Delayed Entry into the Mathematics Curriculum Following Completion of the Matriculation Process at Saddleback College.
Quelle	(1990), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Admission (School); College Mathematics; Community Colleges; Course Selection (Students); Curriculum Development; Enrollment Trends; Mathematics Tests; Predictive Measurement; Remedial Mathematics; Student Placement; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Community college; Community College; Course selection; Student; Students; Kurswahl; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerpraktikum
Abstract	In 1989, a study was conducted at Saddleback College (SC) to analyze the success rates of students who delayed enrollment into a mathematics class after completing the assessment process. The study population consisted of 1,027 students who participated in the mathematics assessment process between July and August 1988 and who enrolled in at least one mathematics class during the period from fall 1988 through fall 1989. Students were considered successful if they completed the class with a grade of C or better. Study findings were as follows: (1) 68.7% of the students enrolled in a mathematics class with no delay; (2) 62% enrolled in the class recommended, 36% enrolled in a higher-level course, and approximately 2% enrolled in a course lower than that recommended; (3) of the students enrolling in a math class one year after assessment, 41% enrolled in a more advanced class, and 14% enrolled in a lower course; (4) the success rate of students was fairly constant at approximately 42% over the four terms of the study; and (5) generally, overall success rates increased as the course level increased (from arithmetic through algebra). The data did not support the hypothesis that students who waited several terms to begin their mathematics study had a lower success rate in the recommended course than those who began their study immediately after assessment or only one semester later. Therefore, it was not recommended that SC students be required to retake the mathematics assessment test if they delayed enrollment in the mathematics curriculum. (JMC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC