Impact and Effects of Co-Requisite Mathematics Remediation

Autor/inn/en	Childers, Annie Burns; Lu, Lianfang; Hairston, Joshua; Squires, Timothy
Titel	Impact and Effects of Co-Requisite Mathematics Remediation
Quelle	In: PRIMUS, 31 (2021) 2, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2019.1639865
Schlagwörter	Remedial Mathematics; College Students; Program Effectiveness; College Mathematics; College Credits; High School Students; Grade Point Average; Algebra; Required Courses; Mathematics Achievement; Student Characteristics; Time + Suchen Sie Ihr Suchwort? Collegestudent; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Pflichtkurs; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zeit
Abstract	This paper reports on mathematics remediation efforts at a public 4-year institution. Specifically, it describes redesign efforts that led to the implementation of co-requisite mathematics remediation. Data on this program were collected and analyzed with respect to completion rates, length of time to earn college mathematics credit, and factors contributing to student success. Results include that, even with the co-requisite model, many students are still getting lost in the pipeline to earning college-level mathematics credit. Results also suggest high school GPA as being a significant factor between passing and non-passing students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01