Developmental Mathematics Education Policies At Kansass Community Colleges PDF Download
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| Author | : Teresa A. Muller |
| Publisher | : |
| Total Pages | : |
| Release | : 2002 |
| Genre | : Community colleges |
| ISBN | : |
Download Developmental Mathematics Education Policies at Kansas's Community Colleges Book in PDF, ePub and Kindle
"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.
| Author | : Mary Lou Brown |
| Publisher | : |
| Total Pages | : 548 |
| Release | : 2003 |
| Genre | : Community colleges |
| ISBN | : |
Download A Study of Policies and Procedures in Developmental Mathematics Education in Missouri Community Colleges Book in PDF, ePub and Kindle
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.
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 123 |
| Release | : 2019-12-18 |
| Genre | : Education |
| ISBN | : 0309496624 |
Download Increasing Student Success in Developmental Mathematics Book in PDF, ePub and Kindle
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.
| Author | : Garth B. Johnson |
| Publisher | : |
| Total Pages | : |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
Download Effects of Departmental and Institutional Policies on Developmental Mathematics Students Book in PDF, ePub and Kindle
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.
| Author | : Stacey M. Sivley |
| Publisher | : |
| Total Pages | : 133 |
| Release | : 2013 |
| Genre | : Electronic dissertations |
| ISBN | : |
Download Developmental Mathematics Education Book in PDF, ePub and Kindle
With open door admission policies, lower tuition rates, and convenient locations, community colleges are enrolling more and more academically unprepared students who are placing into developmental mathematics courses. Many of these community colleges need to assess their developmental education programs, instructors, courses, and students to determine if they are providing an effective developmental experience for students. The purpose of this study is to determine if students at selected Alabama community colleges are involved in remedial mathematics activities that are documented in the literature as best practices. Using student surveys, student focus groups, and faculty interviews from students and instructors currently involved in developmental mathematics courses, data were collected from three selected Alabama community colleges. Data analysis for the study incorporated qualitative and quantitative methodologies which were used to establish common themes in developmental math courses with an emphasis on best teaching and learning practices. The results of the study provided strong feedback and opinions on the topic of developmental mathematics education by students and faculty. By addressing the findings in this study with a renovation and/or revitalization of identified student services, updated placement testing procedures, and faculty professional development on the specific needs of developmental mathematics students, community colleges may find that numerous facets of their developmental education programs will incorporate and model documented best teaching and learning practices. The findings also led to suggestions for future research.
| Author | : |
| Publisher | : |
| Total Pages | : 358 |
| Release | : 1999-10 |
| Genre | : Education |
| ISBN | : |
Download Resources in Education Book in PDF, ePub and Kindle
| Author | : Victoria Celemin Wacek |
| Publisher | : |
| Total Pages | : 438 |
| Release | : 2002 |
| Genre | : Mathematics |
| ISBN | : |
Download A Case Study of Policies and Practices in Developmental Mathematics in Missouri's Public Four-year Institutions of Higher Education Book in PDF, ePub and Kindle
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 | : Lisa Salinas Alcorta |
| Publisher | : |
| Total Pages | : 492 |
| Release | : 2009 |
| Genre | : |
| ISBN | : |
Download Student Achievement in Developmental Mathematics and Effective Practices in Developmental Education Book in PDF, ePub and Kindle
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.
| Author | : Jenna Cullinane |
| Publisher | : |
| Total Pages | : 39 |
| Release | : 2010 |
| Genre | : |
| ISBN | : |
Download Improving Developmental Mathematics Education in Community Colleges Book in PDF, ePub and Kindle
Developmental education has the mission of enabling underprepared students to acquire the capabilities necessary for college success. A growing number of research studies document its failure, however; specifically, approximately two thirds of community college students referred to a remedial mathematics sequence do not complete it. In response to these findings, The Carnegie Foundation for the Advancement of Teaching, with the Charles A. Dana Center as a principal design partner, is launching a comprehensive initiative to create two new pathways, the Statway and the Mathway, to enable developmental mathematics students to complete a credit-bearing, transferable mathematics course in one academic year while simultaneously building skills for long-term college success. The primary curricular goal of the Statway course sequence is to develop the mathematical proficiency of students pursuing non-STEM academic and occupational programs, with a special focus on statistical literacy. This paper describes the research-based Statway design and its intended learning outcomes, the processes and participants involved in its development, and the challenges of implementation. Appended are: (1) Statway Collaboratory Colleges; (2) Mathway Collaboratory Colleges; and (3) Members of the Carnegie Committee for Statistics Learning Outcomes (CCSLO). (Contains 4 figures and 3 footnotes.).
| Author | : Cecilia Le |
| Publisher | : |
| Total Pages | : 20 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
Download Innovations in Developmental Math Book in PDF, ePub and Kindle
Nearly 60 percent of incoming community college students are unprepared for college-level work and must take at least one pre-college, "developmental" course, usually in math or English, before enrolling in any credit-bearing classes toward a degree. Within developmental education, students are most likely to need help with mathematics, and students who enter community college needing to take developmental math fare the worst in terms of outcomes making this an issue that deeply affects students. Lack of readiness for college math is as damaging as it is widespread. Students are more likely to fail developmental mathematics than any other course in higher education, according to the Carnegie Foundation for the Advancement of Teaching. Thus, it is not surprising that many students referred to developmental math choose to bypass such courses and services, without knowing the detrimental consequences of this decision on their overall educational goals. This brief looks at three community colleges that have made significant investments in programs to improve student success in developmental math. These colleges are spotlighted for their implementation of the varied approaches to developmental math described above and for their ability to demonstrate outcomes for their students. The community colleges featured in this brief are: (1) Florence-Darlington Technical College in South Carolina; (2) Delaware County Community College in Pennsylvania; and (3) Chaffey College in California. (Contains 4 tables and 11 endnotes.).
