دورية أكاديمية
High School Transcript Placement in Developmental Mathematics Courses: A Case Study at One College
| العنوان: | High School Transcript Placement in Developmental Mathematics Courses: A Case Study at One College |
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| اللغة: | English |
| المؤلفون: | Counterman, Celisa (ORCID |
| المصدر: | European Journal of Science and Mathematics Education. 2023 11(1):1-14. |
| الإتاحة: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.netTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education Two Year Colleges |
| الواصفات: | High Schools, Academic Records, Mathematics Education, Grades (Scholastic), Student Placement, Remedial Instruction, Mathematics Achievement, Time to Degree, High Stakes Tests, Mathematics Tests, Community Colleges, Suburban Schools, Longitudinal Studies, Algebra, Equal Education, Educational Policy, Case Studies, Academic Persistence, Course Descriptions |
| تدمد: | 2301-251X |
| مستخلص: | Historically, college students who require remediation in mathematics have been placed into developmental mathematics courses. Accurate placement is important for student success; inaccurate placement in a low-level course could lengthen a students' time to degree completion. Placement policies have tended to focus on a high-stakes placement test, but more holistic approaches have been recommended. This study investigated success outcomes for students placed with a holistic approach of evaluating high school transcripts. Students who were placed into one of three developmental mathematics by their high school transcript at a suburban community college in North-eastern United States were selected for this study. A nonexperimental, retrospective research study was conducted. Archival data of students who took a developmental mathematics course from fall 2015 through spring 2019 and had a high school transcript on file were chosen for this study. Findings from chi-square analyses indicated that high school transcripts that consider mathematics course grades are a viable placement option for developmental math courses, particularly the two lower-levels. However, lower than desired success rates suggest that placement is only the first step to increasing student achievement. A lack of high school transcripts suggests some students would prefer to take a placement test, particularly for students in the upper-level course on a college algebra path. A challenge for community college advisors will be creating an equitable placement policy for students who do not have a recent high school transcript. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الانضمام: | EJ1376816 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2301-251X |
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