Increasing Success Rates in Developmental Math: The Complementary Role of Individual and Institutional Characteristics

Autor/inn/en	Fong, Kristen E.; Melguizo, Tatiana; Prather, George
Titel	Increasing Success Rates in Developmental Math: The Complementary Role of Individual and Institutional Characteristics
Quelle	In: Research in Higher Education, 56 (2015) 7, S.719-749 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-015-9368-9
Schlagwörter	Developmental Programs; Remedial Mathematics; Program Improvement; Sequential Approach; Progress Monitoring; Individual Characteristics; Institutional Characteristics; Goodness of Fit; Regression (Statistics); Models; Predictor Variables; Racial Differences; Class Size; Performance Factors; Mathematics Achievement; College Mathematics + Suchen Sie Ihr Suchwort? Entwicklungsplan; Schrittfolge; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Regression; Regressionsanalyse; Analogiemodell; Prädiktor; Rassenunterschied; Klassengröße; Leistungsindikator; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This study tracks students' progression through developmental math sequences and defines progression as both attempting and passing each level of the sequence. A model of successful progression in developmental education was built utilizing individual-, institutional-, and developmental math-level factors. Employing step-wise logistic regression models, we found that while each additional step improves model fit, the largest proportion of variance is explained by individual-level characteristics, and more variance is explained in attempting each level than passing that level. We identify specific individual and institutional factors associated with higher attempt (e.g., Latino) and passing rates (e.g., small class size) in the different courses of the developmental math trajectory. These findings suggest that colleges should implement programs and policies to increase attempt rates in developmental courses in order to increase passing rates of the math pre-requisite courses for specific certificates, associate degrees or transfer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01