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Effects Of Departmental And Institutional Policies On Developmental Mathematics Students
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Book Synopsis Effects of Departmental and Institutional Policies on Developmental Mathematics Students by : Garth B. Johnson
Download or read book Effects of Departmental and Institutional Policies on Developmental Mathematics Students written by Garth B. Johnson and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis A Case Study of Policies and Practices in Developmental Mathematics in Missouri's Public Four-year Institutions of Higher Education by : Victoria Celemin Wacek
Download or read book A Case Study of Policies and Practices in Developmental Mathematics in Missouri's Public Four-year Institutions of Higher Education written by Victoria Celemin Wacek and published by . This book was released on 2002 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . Developmental education in colleges and universities is a major policy topic across the country. The purpose of this study was to examine the current policies and practices in developmental mathematics (DM) in Missouri's four-year public institutions of higher education and their potential impact on undergraduate students, especially those underprepared and thus deemed high-risk. Methodology . The research design of this study utilized a mixed case study model of quantitative and qualitative data collection methodologies. A survey instrument was used. Descriptive statistics were utilized to analyze the measurable data. Triangulation was employed in the analysis of the qualitative data. Population included all 13 four-year public institutions of higher education in Missouri. A 100% response rate to the questionnaire was attained. Findings and conclusions . Differences and similarities were found in the policies and practices of developmental mathematics. Differences existed not only among the different institutions included in this study but also within the same selectivity status. Disadvantageous impact on the developmental students would result from the misalignment of the definition of developmental mathematics, the low status of DM in the institutions, the wide variation of cut-off scores to enroll in college level mathematics, and from the inconsistency of mandatory requirement of placement tests, transferability of DM credits, program evaluation, and professional developmental of DM faculty and staff. Similarities included the use of tests as an assessment method, designating DM credits as non-baccalaureate credits, and allowing concurrent enrollment in DM classes and non-math college level courses. Actionable recommendations were offered to policy makers.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309496624 Total Pages :123 pages Book Rating :4.3/5 (94 download)
Book Synopsis Increasing Student Success in Developmental Mathematics by : National Academies of Sciences, Engineering, and Medicine
Download or read book Increasing Student Success in Developmental Mathematics written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-12-18 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
Book Synopsis Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning by : Wendy M. Smith
Download or read book Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning written by Wendy M. Smith and published by American Mathematical Soc.. This book was released on 2021-05-05 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?
Book Synopsis Developmental Mathematics Education Policies at Kansas's Community Colleges by : Teresa A. Muller
Download or read book Developmental Mathematics Education Policies at Kansas's Community Colleges written by Teresa A. Muller and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This research compared the policies governing developmental mathematics education programs at thirteen community colleges in the state of Kansas with student's success in developmental mathematics courses. Particularly, this study sought to determine what policies had the greatest positive effect on students' success in developmental mathematics courses. The research design was two-phased. The first consisted of a survey of developmental mathematics education instructional leaders to examine their colleges' policies and collect data on student performance and persistence rates in developmental mathematics courses. Thirteen developmental mathematics education instructional leaders from Kansas's community colleges were surveyed. The community colleges surveyed had student enrollments ranging from 1064 to 7745 students, with 4285 students enrolled in developmental mathematics courses (Kansas Board of Regents, 2002). The second phase of the study consisted of interviewing three developmental mathematics instructional leaders from three different community colleges with high success rates among their developmental mathematics students. These success rates were derived from analysis of the student performance and persistence data collected in the surveys. Seventy-four percent of the developmental mathematics students enrolled in the fall of 1999 and the spring of 2000 at these three community colleges were successful in their developmental mathematics courses. The results of the study demonstrated the need for mandatory assessment and placement in developmental mathematics courses. Proper placement through mandatory placement policies and good counseling were vital to student success in developmental mathematics courses. Mandatory placement policies should not be waived. This study found that policies alone would not guarantee student success in developmental mathematics courses. Two other elements that increased students' success in developmental mathematics courses was the utilization of academic support centers and the developmental mathematics instructors' commitment to developmental mathematics students. The academic support centers, which include tutoring and computerized instruction, were essential components to facilitate student success. Community colleges need to make a commitment to their developmental mathematics students in order to increase students' opportunities for success"--Abstract.
Book Synopsis Developmental Education by : Hunter R. Boylan
Download or read book Developmental Education written by Hunter R. Boylan and published by Bedford/St. Martin's. This book was released on 2014-02-14 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental Education: Readings on Its Past, Present, and Future offers twenty-two selections on historical efforts to serve underprepared students, on the state of developmental education today, and on innovative practices and possible directions for the future. Compiled by Hunter R. Boylan, Director of the National Center for Developmental Education (NCDE) and a professor of Higher Education at Appalachian State University, and Barbara S. Bonham, a professor in the Department of Leadership and Educational Studies at Appalachian State University, each chapter also includes introductions and questions for discussion and reflection.
Book Synopsis Measuring Student Success from a Developmental Mathematics Course at an Elite Public Institution by : Julian Hsu
Download or read book Measuring Student Success from a Developmental Mathematics Course at an Elite Public Institution written by Julian Hsu and published by . This book was released on 2016 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students' future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college, inspire them to take different courses, and help them graduate or persist in college. The study examines the ways in which instructor characteristics can drive these outcomes, and whether instruction at this university in a program for low-achieving students and particularly underprepared low-income, first-generation, and underrepresented minority students achieves its goal of reducing achievement gaps. This informs specific course and instructor policies to help underprepared students in their first semesters in college. The research setting is an elite public institution with a large number of students, with an undergraduate enrollment of over 20,000. Researchers gathered the administrative formulas the Office of the Registrar used to calculate student recommendations, and accessed student and instructor administrative data. A regression-discontinuity (RD) framework was used to overcome the hurdle of making estimations since students who take developmental courses are different from students who do not. With the RD strategy, researchers can measure the causal impact of receiving a recommendation for developmental courses. A linear regression was used on the selected sample to estimate the causal impact of the recommendation. Researchers included the index distance above and below the cutoff as additional controls. Using the linear regression and RD framework, results show that students who receive a Definite Recommendation to take Pre-Calculus are more likely to take Pre-Calculus compared to students who receive only a Tentative Recommendation. This shows these recommendations have a significant effect on students' course-taking decisions. Figures are appended.
Book Synopsis A Study of Policies and Procedures in Developmental Mathematics Education in Missouri Community Colleges by : Mary Lou Brown
Download or read book A Study of Policies and Procedures in Developmental Mathematics Education in Missouri Community Colleges written by Mary Lou Brown and published by . This book was released on 2003 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine current policies and practices in developmental mathematics education in public, two-year institutions of higher education in Missouri. The study focused on: the organizational structure of developmental mathematics programs; the policies and practices of developmental mathematics programs with regard to assessment and placement, transferability of credits, and academic support services; the evaluation of developmental mathematics programs; and the professional development of developmental mathematics faculty and staff. These four program components were chosen because these components were among those most frequently mentioned in the literature as being related to the highest number of success measures and have been identified as the components that ought to be considered a minimum for a fully effective developmental education program. The literature review discussed the historical background of developmental education in the United States, the debate over the need for developmental education, K-16 coalitions, the organizational structure, policies and practices, evaluation of developmental education programs, and the professional development of faculty and staff in developmental education programs. Methodology was presented and included the research questions, the development and instrumentation of the survey instrument, and population and data collection. The research design used a mixed model of quantitative and qualitative components.
Book Synopsis Student Achievement in Developmental Mathematics and Effective Practices in Developmental Education by : Lisa Salinas Alcorta
Download or read book Student Achievement in Developmental Mathematics and Effective Practices in Developmental Education written by Lisa Salinas Alcorta and published by . This book was released on 2009 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: Success rates for students in developmental education are dismal. The greatest need for developmental education instruction occurs in mathematics, where high numbers of underprepared students generate great concern and the need for substantial changes in higher education institutions. With higher rates of students requiring remediation in the community colleges, the identification of effective policies and practices in developmental education is necessary to increase the achievement rates of developmental education students, and more specifically developmental mathematics students. This study explored the relationship between developmental mathematics student performance and developmental education programs of the Urban Community College District colleges. In addition, this study set out to identify institutional characteristics between colleges whose developmental mathematics students met state mandated academic outcomes at higher rates than their sister colleges.
Book Synopsis The Effects of Tutoring on Developmental Mathematics Students at the University of Maryland, College Park by : Rebecca S. Shepherd
Download or read book The Effects of Tutoring on Developmental Mathematics Students at the University of Maryland, College Park written by Rebecca S. Shepherd and published by . This book was released on 2000 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The State of Developmental Education by : T. Parker
Download or read book The State of Developmental Education written by T. Parker and published by Springer. This book was released on 2014-12-17 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: The State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available.
Book Synopsis Journal of Developmental Education by :
Download or read book Journal of Developmental Education written by and published by . This book was released on 2017 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Programmatic Practices that Promote Student Success in Community College Math Developmental Education by : Elizabeth J. Meza
Download or read book Programmatic Practices that Promote Student Success in Community College Math Developmental Education written by Elizabeth J. Meza and published by . This book was released on 2015 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost half of all college students in the U.S. attend community colleges; almost sixty percent of these students are referred to remedial English, reading or math through means of a standardized placement exam, with math being a the greatest area of need. While these courses, often as many as four in a sequence, are meant to be a boost for students unprepared for college-level coursework, they have low success rates and few students make it through the entire sequence to succeed in a first college-level math course, leaving them far short of graduation or a meaningful credential. While developmental (aka remedial) education, those courses or sequences of courses below the college-level, has received a lot of attention recently due to its high costs and low student success rates, current research has largely failed to document, examine, or classify programmatic approaches to developmental education. This lack of information that would facilitate analysis is due in part to the relatively recent recognition of the problem, but it is also because of the difficulty accessing reliable information about large numbers of programs and the range of definitions, student populations, and perceived quickly shifting innovations (some may go as far as to say educational fads) that developmental education programs encompass. Unfortunately, this lack of a comprehensive picture of developmental education programs has led to either the complete elimination of the programs as unnecessary and perhaps counterproductive for students, or to a focus on a number of disparate approaches with little underlying theory behind them or even agreement as to the problem. This research is centered in 28 Washington state community college campuses and examines a mixed methods approach to answer three main questions: 1) To what extent and in what ways do math developmental program elements vary across institutions? Developmental education may vary widely even within one relatively homogenous state system of community colleges, such as the system in Washington. Programs have differing resources devoted to them, as well as differing pedagogy, intervention strategies and approaches, student referral and advancement policies, etc., and this variation has not even been fully described in previous research. 2) To what extent do student outcomes, as measured by completion of the developmental sequence, completion of a first college-level math course, and highest education reached, vary across the different math developmental education programs, after controlling for student characteristics, among the 28 community colleges in Washington State? What proportion of overall variance is contributed by student characteristics vs. programmatic factors? Wide institutional variation has been found in previous outcomes studies of professional-technical programs leading to terminal associate degrees in Washington, suggesting that institutional or programmatic variables may be contributing significantly to student success or lack of it (Scott-Clayton & Weiss, 2011). 3) What program policies and practices seem to be associated with positive outcomes for developmental education students? Can developmental education programs be categorized in some meaningful way? Is there a "typology" or categorization of programs that identifies characteristics that seem to be associated with either positive or negative results? For example, do schools with better (or worse) results, net of student characteristics, share identifiable programmatic characteristics in terms of policy and practice variables that are positively or negatively associated with student outcomes? I find from this research that strategies such as reducing the total number of courses in developmental education pathways, implementing alternatives to placement in developmental math via standardized tests, and better preparing students for assessment, are associated with greater student success in completing the developmental math sequence and in completing a first college level course. I also find that colleges with these more innovative features are significantly more successful than their more traditional institutional peers in terms of student outcomes. However, I also find no variation between colleges in the outcome of highest education reached, after controlling for student background characteristics. It seems that, at least for this sample, college did not have a significant association with ultimate educational attainment. Diving deeper to examine colleges' policies, practices, and the perspectives of students, faculty, and administrators, I find wide variation in pathways, program structure, assessment policies, connection to advising, tutoring, and institutional research departments, and day-to-day concerns and operations. One commonality is the conviction that teaching that addresses student motivation and confidence in their ability to learn math and peaks their interest, factors not usually examined systematically in higher education policy research, is central to developmental education student success. This research informs strategies for increased college completion for underprepared students. College completion has emerged as of paramount importance in fostering U.S. economic development and global competitiveness, yet if half of college students are unprepared for college work and thus are unlikely to persist to degree completion despite their motivation to attend college, serious attention should be paid to what can be done to increase their odds of success.
Download or read book Learning Online written by Barbara Means and published by Routledge. This book was released on 2014-04-03 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.
Book Synopsis Examining the Effects of Inquiry-based Teaching Strategies on Community College Mathematics Students by : Cyntreva Deann Paige
Download or read book Examining the Effects of Inquiry-based Teaching Strategies on Community College Mathematics Students written by Cyntreva Deann Paige and published by . This book was released on 2013 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is well documented that students are struggling in developmental and introductory mathematics courses at community colleges across the nation. However, the reasons that these students struggle are not as well known. While numerous researchers have investigated the effects of inquiry-based learning on K-12 students, the research on this topic at the community college level is lacking. For my dissertation work, I have collected attitudinal surveys, observational data, and final exams from eight sections of a developmental mathematics course and nine sections of College Algebra at a large Texas community college. Approximately half of the instructors involved in the study incorporated some level of inquiry-based teaching strategies in their classrooms (referred to in this dissertation as "student-led" sections) while the remaining instructors employed a more direct strategy (referred to as "lecture" sections). Using this data, I investigated the relationships between teaching methods and attitudes, teaching methods and content knowledge, and attitudes and content knowledge. The evidence showed that IBL teaching strategies have a greater effect on students' attitudes for students enrolled in a developmental mathematics course than those enrolled in College Algebra. IBL teaching strategies had no positive effects on developmental students' performance on a skills-based final exam, but student-led sections performed just as well as lecture sections. In College Algebra, participants in student-led sections scored significantly higher than lecture sections on two out of five objectives: write the equation of a line in slope-intercept form (p
Book Synopsis The Effects of Study Skills Instruction on the Academic Performance of Developmental Mathematics Students in an Urban University by : Frankie L. Patterson
Download or read book The Effects of Study Skills Instruction on the Academic Performance of Developmental Mathematics Students in an Urban University written by Frankie L. Patterson and published by . This book was released on 1993 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Instruction Incorporating Content Area Reading Strategies on Student Mathematical Achievement in a Community College Developmental Mathematics Course by : Amber Heller Rust
Download or read book The Impact of Instruction Incorporating Content Area Reading Strategies on Student Mathematical Achievement in a Community College Developmental Mathematics Course written by Amber Heller Rust and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
