A Survey of Developmental Mathematics Populations, Courses and Entry Requirements of American Indian Higher Education Consortium Community Colleges.

Autor/in	Lucas, James J.
Titel	A Survey of Developmental Mathematics Populations, Courses and Entry Requirements of American Indian Higher Education Consortium Community Colleges.
Quelle	(1993), (93 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Admission Criteria; American Indian Education; College Mathematics; Community Colleges; Curriculum Development; Educational Practices; Program Evaluation; Remedial Mathematics; Remedial Programs; School Policy; Student Placement; Tribally Controlled Education; Two Year Colleges + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Programme evaluation; Programmevaluation; Förderprogramm; Schulpolitik; Schülerpraktikum
Abstract	Bay Mills Community College (BMCC), in Michigan, is the state's only tribally controlled community college, offering vocational degrees, a pre-health program, and transfer programs. As part of an evaluation of its developmental mathematics (DM) curriculum, BMCC undertook a survey of the 27 other community colleges in the American Indian Higher Education Consortium (AIHEC) to determine their current admissions, placement, and evaluation practices. Results of the study, based on responses from 12 of the colleges, included the following: (1) Native American students represented 91% of the enrollments at responding colleges; (2) 83% of the colleges indicated that they tested newly admitted students; (3) in addition to placement tests, nine colleges indicated that they used other methods to identify students needing DM courses, such as instructor and counselor referrals; (4) all 12 colleges reported have an open admissions policy, while 10 required students to pass prescribed DM courses before enrolling in college courses; and (5) the most common method for determining student success in DM courses was course completion, followed by developmental course pass rates and the percentage of students achieving a grade of "C" or above. Recommendations for improving the study design are included. Contains 23 references. Appendixes include introductory and cover letters, the survey instrument, a list of AIHEC colleges, and tabulated results by survey item. (TGI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC