Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
A Study To Determine The Selection Criteria To Be Used In The Placement Of Students In The Mathematics Program At Fridley Junior High School
Download A Study To Determine The Selection Criteria To Be Used In The Placement Of Students In The Mathematics Program At Fridley Junior High School full books in PDF, epub, and Kindle. Read online A Study To Determine The Selection Criteria To Be Used In The Placement Of Students In The Mathematics Program At Fridley Junior High School ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis A Study to Determine the Selection Criteria to be Used in the Placement of Students in the Mathematics Program at Fridley Junior High School by : Thomas Cimbura
Download or read book A Study to Determine the Selection Criteria to be Used in the Placement of Students in the Mathematics Program at Fridley Junior High School written by Thomas Cimbura and published by . This book was released on 1968 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1975 with total page 1092 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationships Between Placement Criteria and Students' Online Developmental Math Final Grades by : Michael P. Gibson
Download or read book Relationships Between Placement Criteria and Students' Online Developmental Math Final Grades written by Michael P. Gibson and published by . This book was released on 2020 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students placed into developmental math courses experience significantly increased costs for obtaining a college degree. They are also considerably more likely to drop out of college without obtaining a degree. However, many students need developmental math if they are going to succeed in their college level math courses. As a result, it is vitally important to both students and educators concerned with student success that students are placed into the correct courses. Little, if any, work has done been in this area for online math courses despite the explosive growth of online college level education in the last two decades. The present study measures the accuracy with which a multiple measures placement process using ACT/SAT mathematics score, a local algebra skills assessment, and unweighted high school GPA predicts final course grades for students in an online developmental math course. A quantitative correlation design was used for the study. The research used archival data from a private university located in the eastern United States with a very large online student population. Data for all three predictive variables as well as course grades for a developmental math course was retrieved from the university record system for 3843 students enrolled between Fall 2016 and Spring 2019. Multiple linear regression analysis showed no significant predictive relationship with respect to the criterion variable. Additional analysis revealed significant correlations between the online developmental math final grades and both high school GPA and the local algebra skills test. The study concludes with recommendations for further research including studying differences by age of student and using data from other universities.
Book Synopsis Relations Between Placement Criteria and Students' Emporium-based Developmental Math Final Grades by : George Sherman
Download or read book Relations Between Placement Criteria and Students' Emporium-based Developmental Math Final Grades written by George Sherman and published by . This book was released on 2019 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: With computer-based math emporiums serving many post-secondary students who are assigned developmental coursework, the need to evaluate the predictive value of math placement criteria for math emporium courses presented an opportunity for research. This quantitative, predictive, correlational study explored how accurately the predictor variables of students’ ACT/SAT math component scores, local math assessment results, and unweighted high school GPAs foretold the criterion variable of students’ final math grades in MATH 100, an entry-level, residential, developmental math course taught through a private university’s math emporium. The research relied on archival data pulled from the university’s system of records, and the samples included 565 students for the 2017-2018 academic year, 1,168 students for the 2016-2017 year, and 1,500 students for the 2015-2016 year who for the first time attempted residential MATH 100 and earned a grade without withdrawing. Multiple linear regression results with a 95% confidence interval for 2017-2018, 2016-2017; and for 2015-2016 all yielded significant values. High school GPA was the most accurate of the three predictors while ACT/SAT math component and local assessment scores took turns as the second most accurate. This study portrays developmental math placement as operating in a dynamic and somewhat unpredictable environment, and it aligns with other studies suggesting multiple method placement practices are better than single method practices as it suggests little difference exists between placement effectiveness for math emporiums versus other venues. The manuscript closes with recommendations for further research.
Book Synopsis Program Provisions for the Mathematically Gifted Student in the Secondary School by : National Council of Teachers of Mathematics
Download or read book Program Provisions for the Mathematically Gifted Student in the Secondary School written by National Council of Teachers of Mathematics and published by . This book was released on 1957 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Placement of Bright and Gifted Students in the High School Mathematics Program by : Louise Rowe Ramsey
Download or read book A Study of the Placement of Bright and Gifted Students in the High School Mathematics Program written by Louise Rowe Ramsey and published by . This book was released on 1960 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1971 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study to Determine the Relationship Between Selected Abilities in Science and Type of Mathematics Background in Northern Burlington County Regional Junior-Senior High School by : William Joseph Mansfield
Download or read book A Study to Determine the Relationship Between Selected Abilities in Science and Type of Mathematics Background in Northern Burlington County Regional Junior-Senior High School written by William Joseph Mansfield and published by . This book was released on 1967 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Criteria and Methods Used by the Various Schools of Armstrong County to Place Students in Accelerated Mathematics Classes at the Junior High School Level by : Robert George Waltenbaugh
Download or read book Criteria and Methods Used by the Various Schools of Armstrong County to Place Students in Accelerated Mathematics Classes at the Junior High School Level written by Robert George Waltenbaugh and published by . This book was released on 1967 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Avoiding the False Negative by : Margaret J. Hager
Download or read book Avoiding the False Negative written by Margaret J. Hager and published by . This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine the perceptions that students and advisors/administrators had regarding the mathematics placement process at a two-year branch campus of a large urban, mid-western university. Participants in the study were 20 advisors/administrators and 15 students. Qualitative data were collected from face-to-face, semi-structured interviews and focus groups, placement test observations, and placement test documents. The student participants were students who had taken the Compass/ESL® computer-adaptive math placement test and successfully completed a college level math course at the institution, as well as students who had just recently taken the test. The advisors/administrators all had some level of involvement in the mathematics placement process at the institution. Therefore, this research offered a unique opportunity to focus on the current mathematics placement process. The results suggested that students want and need an opportunity to practice before they take the test. This may encourage them to take the test more seriously. Furthermore, the use of an entrepreneurial placement testing system should require that the recommendations made by them as to the procedures for administering the test be followed. Finally, the institution is interested in implementing mandatory placement in mathematics. This would include a well-defined mathematics placement appeal process for students who believe they are not correctly placed by the test, as well as the use of multiple measures to determine the placement of students in a mathematics course.
Book Synopsis The Effect of Alternative Mathematics Programs on Mathematics Achievement by : Robert J. Bryson
Download or read book The Effect of Alternative Mathematics Programs on Mathematics Achievement written by Robert J. Bryson and published by . This book was released on 2008 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past several decades, the reformation of mathematics curriculum and instruction has been a topic of debate. The No Child Left Behind Act has created a new level of accountability for school districts to increase the mathematics achievement levels of all students. In order to address the need to increase the mathematics achievement levels, some schools have implemented alternative mathematics programs. The purpose of this study was to determine the effects that one alternative mathematics program had on a group of secondary students. This longitudinal quantitative study examined two graduating classes from one high school located in south central Pennsylvania. One hundred ninety-six students in the class of 2006 participated in a traditional mathematics program and two hundred thirty students in the class of 2007 participated in an alternative mathematics program. Eighth-grade and eleventh-grade Pennsylvania System of School Assessment (PSSA) data was collected on each of the graduating classes to determine whether the alternative mathematics program had a positive effect on student achievement. High school mathematics course enrollment data was also collected on each of the graduating classes to determine if students in the alternative program complete higher level mathematics courses in comparison to the students participating in the traditional program. Results from the study indicated greater achievement growth in the group of students that participated in the alternative mathematics program. Students participating in the alternative mathematics program showed greater increase in both their scaled scores as well as their PSSA performance levels in comparison to students that participated in the traditional mathematics program. There was not a significant difference in course enrollment between the two groups of students.
Book Synopsis The Relationship Between Completing the Applications of Mathematical Reasoning Course and High School to Community College Transitions by : Joyce D. Hammer
Download or read book The Relationship Between Completing the Applications of Mathematical Reasoning Course and High School to Community College Transitions written by Joyce D. Hammer and published by . This book was released on 2012 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2004, the Transition Mathematics Project (TMP), funded by the state of Washington and The Bill and Melinda Gates Foundation, was established to create projects to help high school students gain the necessary skills to become college and work-ready. Aligned to TMP's College Readiness Mathematics Standards, a fourth-year capstone mathematics course was developed and implemented, titled Applications in Mathematical Reasoning (AMR), a rigorous course option for students to take during their senior year of high school. The purpose of this study was to explore any relationship between taking the AMR course and preparation for college level mathematics. Using causal-comparative study design and matching participants in the sample, variables were examined based on the number of precollege courses taken; college level math course completed and grade earned; and placement test results for students who took the AMR course compared to those students who took no mathematics during their high school senior year. Though findings for precollege and college level course-taking were inconclusive, mathematics placement test scores were found to be significantly higher for those students who completed the AMR course. The placement test findings supported other research that links rigorous mathematics courses taken in high school with improved college placement and persistence. Based on the research examined and the study findings, there was support to consider the following: (a) creating alternate but rigorous math course offerings for the high school senior year; (b) striving toward a four-years of mathematics graduation requirement for all high schools; (c) enacting mandatory placement at the community college for students placing into precollege courses; and (d) reducing barriers to successful transition between high schools and post secondary institutions by fostering K-16 communication, aligning standards, and improving course alignment.
Book Synopsis A Study of the Advanced Placement Program in Mathematics at a Large New York City Public High School by : Ruth Samson Lefkowitz
Download or read book A Study of the Advanced Placement Program in Mathematics at a Large New York City Public High School written by Ruth Samson Lefkowitz and published by . This book was released on 1966 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Parents' and Students' Perceptions of the Accelerated Mathematics Program at Benjamin Franklin Junior High School, Fargo, North Dakota by : Thomas B. Humphrey
Download or read book A Study of Parents' and Students' Perceptions of the Accelerated Mathematics Program at Benjamin Franklin Junior High School, Fargo, North Dakota written by Thomas B. Humphrey and published by . This book was released on 1963 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of High School Preparation in Mathematics to the Enrollment of College Freshman in Postsecondary Developmental Mathematics Courses by : Erick Lang
Download or read book The Relationship of High School Preparation in Mathematics to the Enrollment of College Freshman in Postsecondary Developmental Mathematics Courses written by Erick Lang and published by . This book was released on 2012 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: Utilizing data from the Montgomery County Public Schools 2009 graduating class, this study employs logistic regression to analyze the records of 2,821 students who entered Montgomery College in the 2009--2010 academic year. The study identifies specific factors, including high school mathematics course attainment and final course grades that predict placement in developmental mathematics courses.
Book Synopsis A Comparative Study of Mathematics and English Achievement of a Select Group of Tenth Grade Students at Phillis Wheatley High School by : Clarence A. Simmons (Jr)
Download or read book A Comparative Study of Mathematics and English Achievement of a Select Group of Tenth Grade Students at Phillis Wheatley High School written by Clarence A. Simmons (Jr) and published by . This book was released on 1968 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Psychometric Investigation of a Mathematics Placement Test at a Science, Technology, Engineering, and Mathematics (STEM) Gifted Residential High School by : Hannah Ruth Anderson
Download or read book A Psychometric Investigation of a Mathematics Placement Test at a Science, Technology, Engineering, and Mathematics (STEM) Gifted Residential High School written by Hannah Ruth Anderson and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational institutions, at all levels, must justify their use of placement testing and confront questions of their impact on students' educational outcomes to assure all stakeholders that students are being enrolled in courses appropriate with their ability in order to maximize their chances of success (Linn, 1994; Mattern & Packman, 2009; McFate & Olmsted III, 1999; Norman, Medhanie, Harwell, Anderson, & Post, 2011; Wiggins, 1989). The aims of this research were to (1) provide evidence of Content Validity, (2) provide evidence of Construct Validity and Internal Consistency Reliability, (3) examine the item characteristics and potential bias of the items between males and females, and (4) provide evidence of Criterion-Related Validity by investigating the ability of the mathematics placement test scores to predict future performance in an initial mathematics course. Students' admissions portfolios and scores from the mathematics placement test were used to examine the aims of this research. Content Validity was evidenced through the use of a card-sorting task by internal and external subject matter experts. Results from Multidimensional Scaling and Hierarchical Cluster Analysis revealed a congruence of approximately 63 percent between the two group configurations. Next, an Exploratory Factor Analysis was used to investigate the underlying factor structure of themathematics placement test. Findings indicated a three factor structure of PreCalculus, Geometry, and Algebra 1, with moderate correlations between factors. Thirdly, an item analysis was conducted to explore the item parameters (i.e., item difficulty, and item discrimination) and to test for gender biases. Results from the item analysis suggested that the Algebra 1 and Geometry items were generally easy for the population of interest, while the PreCalculus items presented more of a challenge. Furthermore, the mathematics placement test was optimized by removing eleven items from the Algebra 1 factor and two items from the PreCalculus factor. All Internal Consistency Reliability estimates remained strong and ranged from .736 to .950. Finally, Hierarchical Multiple Linear Regressions were used to examine the relationship between students' total and factor scores from the mathematics placement test with students' performance in their first semester mathematics course. Findings from the four Hierarchical Multiple Linear Regressions demonstrate that the total score students' receive on the mathematics placement test predicts their achievement in their initial mathematics course, above and beyond the contributions of their demographic information and previous academic background. More specifically, the Algebra 1 Factor Score from the mathematics placement test was the strongest predictor of student success among the lower level mathematics courses (i.e., Mathematical Investigations I or II). Similarly, both the Algebra 1 and PreCalculus Factor Scores from the mathematics placement test were significant predictors of students' grades in their first upper level mathematics course (i.e., Mathematical Investigations III or IV), providing evidence of Predictive Validity. The current mathematics placement test and procedures appear appropriate for the population of interest given the empirical evidence demonstrated in this research study regarding the psychometric properties of the exam. The continued use of the revised mathematics placement test in the course placement decision-making process is advisable.
